I fumetti e la glottodidattica: Proposte di insegnamento per l'italiano ls.

This study explores comics as an educational tool in teaching Italian as a foreign language, and shows that, in this perspective, the potential of this medium goes beyond the idea that pictures can help to understand words. Comics has to be understood as a unified text, where it is precisely the combination of pictures and words that promotes the development of the students' linguistic and communicative competences. The general educational potential of comics is analyzed in Chapter 1, with a focus on the notions of closure, cartooning and here and now, which are in harmony with the application of ludic teaching theories; an analysis then follows on the features of comics that can be exploited in the field of language teaching; finally a description is provided of the linguistic competences whose development can be favored by comics. Emphasis was placed only on those competences that are most affected by the context of use, i.e, lexical, textual, pragmatic and (inter-)cultural competences. In Chapter 2, three Italian comic books are analyzed with an eye to their use as teaching material in three ideally homogeneous classes, respectively belonging to the Common European Framework of Reference for Language A2, B2 and C2 levels. The cognitive processes carried out by students to achieve a global understanding of each book are postulated both for picture-to-picure and picture-to-word relations. After an overview of the main planning phases of a language-learning pathway, the educational approach adopted in Chapter 3 places the students at the core of the learning process, and emphasizes the need for a cooperative and interactional relationship between learners and teachers. In Chapter 4, three hypothetical learning pathways are described. Their main goal is to develop the linguistic and communicative competences of the students, who would then be able to understand and produce text not merely as learners, but rather as readers, hence users of an Italian cultural product.

Laser shock peening treatment to control and moderate fatigue crack growth in aircraft structure based on residual stress engineering approach

Laser Shock Peening (LSP) is a surface enhancement treatment which induces a significant layer of beneficial compressive residual stresses of up to several mm underneath the surface of metal components in order to improve the detrimental effects of the crack growth behavior rate in it. The aim of this thesis is to predict the crack growth behavior in metallic specimens with one or more stripes which define the compressive residual stress area induced by the Laser Shock Peening treatment. The process was applied as crack retardation stripes perpendicular to the crack propagation direction with the object of slowing down the crack when approaching the peened stripes. The finite element method has been applied to simulate the redistribution of stresses in a cracked model when it is subjected to a tension load and to a compressive residual stress field, and to evaluate the Stress Intensity Factor (SIF) in this condition. Finally, the Afgrow software is used to predict the crack growth behavior of the component following the Laser Shock Peening treatment and to detect the improvement in the fatigue life comparing it to the baseline specimen. An educational internship at the “Research & Technologies Germany – Hamburg” department of AIRBUS helped to achieve knowledge and experience to write this thesis. The main tasks of the thesis are the following: •To up to date Literature Survey related to “Laser Shock Peening in Metallic Structures” •To validate the FE model developed against experimental measurements at coupon level •To develop design of crack growth slowdown in Centered Cracked Tension specimens based on residual stress engineering approach using laser peened strip transversal to the crack path •To evaluate the Stress Intensity Factor values for Centered Cracked Tension specimens after the Laser Shock Peening treatment via Finite Element Analysis •To predict the crack growth behavior in Centered Cracked Tension specimens using as input the SIF values evaluated with the FE simulations •To validate the results by means of experimental tests

Content and English Language Integrated Learning: The use of Moodle in Aircraft Maintenance Training Programs

The aim of this work is to develop a prototype of an e-learning environment that can foster Content and Language Integrated Learning (CLIL) for students enrolled in an aircraft maintenance training program, which allows them to obtain a license valid in all EU member states. Background research is conducted to retrace the evolution of the field of educational technology, analyzing different learning theories – behaviorism, cognitivism, and (socio-)constructivism – and reflecting on how technology and its use in educational contexts has changed over time. Particular attention is given to technologies that have been used and proved effective in Computer Assisted Language Learning (CALL). Based on the background research and on students’ learning objectives, i.e. learning highly specialized contents and aeronautical technical English, a bilingual approach is chosen, three main tools are identified – a hypertextbook, an exercise creation activity, and a discussion forum – and the learning management system Moodle is chosen as delivery medium. The hypertextbook is based on the technical textbook written in English students already use. In order to foster text comprehension, the hypertextbook is enriched by hyperlinks and tooltips. Hyperlinks redirect students to webpages containing additional information both in English and in Italian, while tooltips show Italian equivalents of English technical terms. The exercise creation activity and the discussion forum foster interaction and collaboration among students, according to socio-constructivist principles. In the exercise creation activity, students collaboratively create a workbook, which allow them to deeply analyze and master the contents of the hypertextbook and at the same time create a learning tool that can help them, as well as future students, to enhance learning. In the discussion forum students can discuss their individual issues, content-related, English-related or e-learning environment-related, helping one other and offering instructors suggestions on how to improve both the hypertextbook and the workbook based on their needs.