24. Lingua-It: (5) The Lesson

Every morning at Lingua-It, the class started with our instructor, Giacomo, asking each of us what we had done the day before. This practice ensured that each of us was forced to speak Italian right from the get go! If we asked a question or if he happened to discuss something with one of us, it took the place of the question. This way he ensured that the class did not stray too far from the main lesson.

The main part of the lesson focused on some grammatical subject. Unlike other courses that I had attended before Lingua-It, Giacomo focused on the practicality of the grammatical subject with respect to everyday Italian. Let me give you an example. I have studied the Conditional in Vancouver, Siena, and Perugia, and engrained in me is the belief that one uses the Conditional to order something at a restaurant or bar. Now, perhaps at Siena or Perugia we might have been told how to order when at a restaurant, but the lesson certainly did not stick, probably because it was not at the centre of focus of the lesson. By his antics, drama, and humour, Giacomo impressed upon us that to use the Conditional when ordering at a restaurant or bar would mark us off as foreigners. I don’t think anyone in the class would ever forget the lesson.

As at the Scuola Leonardo, homework was given and corrected in class the next day. Giacomo was conscientious in going around the table so everyone had an opportunity to participate. In-class work was done the same way, but with the emphasis on what or how to use the grammatical topic in conversation. We also had to listen to audio conversations followed by in-class discussion, and I found this part of the lesson the most difficult. Although I recognise that I just was not up to speed, another contributing factor to my difficulty was the horrible echo in the room. It seems this too was a characteristic at Scuola Leonardo and at the Università per Stranieri, Perugia.

The last hour of the day was given over to another instructor, Ornella, whose function was to play word games with us. The purpose of these games was to increase our vocabulary and to prompt us to speak in Italian. With only 8 in the class, we had ample opportunity to participate, although it seems fated that there would always be in any class a perennial bore who drones on.

At times, usually on a Friday when some students were finishing their stay, the entire school would play some sort of game – either a quiz or a challenge in which groups would have to undertake certain projects like having the group’s photo taken beside a certain statue. The purpose I presume is to make one speak to strangers, either to ask the way if we didn’t know it, or to photograph us, or to solve some lore. These games were fun, challenging, and amusing, but, unfortunately, often only one person in the group would do the talking. I look forward to the day when the school develops a series of scenarios to be acted out in class and in the school, thus forcing one to learn the relevant words for the situation.

23. Lingua-It: (4) The Class

The class I attended at Lingua-It fluctuated between eight and ten students, with the linguistic majority being German speaking, comprising German, Austrian, and Swiss German. We also had three Japanese and two Brazilians over the course of the four weeks. Everyone could speak some Italian -- I was the weakest -- and all seemed committed to speaking Italian except for the Swiss. Although her Italian was fine, she insisted on speaking German, and all but one of the German speakers promptly responded in German. So while we waited in the morning for the instructor, and sometimes even when the instructor was present, we would be subjected to a constant jabbering in German. As a result, for two weeks, while she was a member of the class, more German than Italian was spoken.

This situation continued outside the school whenever we adjourned to a café or bar. It is very tempting to blame the others who responded in German as exhibiting a wolf pack mentality, but I also realise that once the tap is turned on, it is difficult to turn it off. On the other hand, three different German students joined us for the last two weeks and they spoke only Italian.

Whether it was the wolf pack mentality or just the lack of quality in the first group of students I don’t know, but in a small school, one of the hazards is not being able to get away from the proximity of someone like this wretched Swiss woman. Asking her to speak Italian fell on deaf ears, and perhaps the only recourse would have been to abandon all good manners and tell her outright and forcefully to shut up. Bear this in mind should you ever be subjected to the same nuisance factor. After she left and the other three Germans joined the class there was a distinct improvement in class conversation, and I certainly enjoyed the last two weeks.

22. Lingua-It: (3) Orientation and Testing

Orientation
On the first day at Lingua-It, all new students gathered in a classroom where Christian and fellow teachers welcomed us, something Scuola Leonardo also did. On the other hand, the Università per Stranieri, Perugia, had no such reception or orientation meeting.

We were supplied with a list of restaurants, bars, cafes, and other useful information. While I applaud them for their thoughtfulness, I must also add that good intention surpassed practicality. The list contained too many restaurants that were way beyond the budget of most students. Nor was the list kept up to date. I ended up finding my own favourite and reasonably priced restaurants. Also, one Internet centre on the list no longer existed, while I found by chance two others not on the list. Still, all in all, the list was useful, but could have been even more useful if efforts had been made to keep it up to date. I would like to point out that in Perugia, the university issued Student Card could be used at Internet Centres to achieve a discount. On the other hand, the Lingua-It, issued card was not recognised at the Internet Centre that I used in Verona, even though it was the same Internet company. Internet rates at Verona are, in my opinion, expensive.


Testing and Placing
As they did at Scuola Leonardo, each new student took a written test and had an interview in which the ability to speak the language was gauged. Nothing hectic, just a pleasant conversation, at the end of which the school placed the students. [Note that at the Università per Stranieri, Perugia, there was no interview, just multiple choice questions with the subsequent fiasco in placing students.] Whoever did the placing at Lingua-It deserves full credit. As the school claims, “always grouped with others of a similar skill level, students need not be fearful of class participation.” Once I overcame my initial hesitation, I certainly did not feel out-of-place in my group, and what is even more important, whenever new students joined the class, there was never any need to stop the lesson and try bringing them up to speed. Unlike my experience at Leonardo, where the class lost almost an entire week while the new students played catch-up, at the class just continued to roll on. The first day ended with a social gathering over wine and pop.

21. Lingua-It: (2) Primary Objective

Lingua-It prides itself in its primary objective: “The school’s primary objective is to immerse students in the real language of Italy as it is used everyday by Italians.” Certainly, for me the school’s best point was its focus on teaching “the real language” as opposed to “academic” Italian. I came away with a list of 131 pointers gleaned from the lessons on what to use and not to use when speaking Italian.

When I asked one of the four owners to explain the differences in approach, she showed me examples from two “old-fashioned” textbooks. This “old-fashioned” approach to grammar drills involved the student filling in blanks in sentences that bore little relation to everyday life. In contrast, the examples we used were considered more “relevant”. To achieve this relevancy, students were given photocopies of drills selected from different textbooks.

Frankly, I think she was setting up some “straw men,” because no self-respecting school these days would use such antiquated examples as she showed me. Most textbooks these days use examples from life situations. After all, the exercises my class did over the four weeks came from other textbooks. I think that the difference between Lingua-It and say a more traditional school like Leonardo da Vinci is a matter of emphasis. I’ve looked through my notes from both Leonardo and the University per Stranieri, Perugia -- a school that I don’t recommend unless you are a masochist (See blogs 4 - 6, 9,10) -- and noted that each school also discussed the “real language of Italy”. It’s just that Lingua-It focuses on the “real language” in use, which makes it easier to assimilate. Still, it is a difference in approach, and even a difference in content for the student. I look forward to the day when the teachers at Lingua-It decide to write their own textbook based on every day situations.

20 Scuola Lingua-It: (1) General Assessment

Lingua-It, Verona
From 17 September – 12 October 2007, I attended a four-week course at Lingua-It in Verona. Lingua-It is a young school, only five years old, with a small student population -- during my four weeks it had about 30 students or less. It is owned by four teachers, all of whom were in their 30s or early 40s. Amongst these, Christian is the interactive dynamo, Enrico the tour guide and art historian, and Laura the organiser. I had little contact with the fourth proprietor as she only returned from vacation in my last week. I would like to add that when I was looking for a school I wrote to the two schools in Verona but chose Lingua-It because it took the time to answer my questions. The other school sent me a stock letter as a reply, and I thought if that is all they could do then I certainly would not want to go there.

Advantages and Disadvantages
The big advantage in a small school is, obviously, the teacher to student ratio. Our class was never larger than 10 and, on average, eight. The major disadvantage with a small school is that the heterogeneity in levels can affect the quality of the learning experience. If all students in the school could speak Italian at some level, and were prepared to do so, speaking Italian would be the order of the day. Unfortunately, with such a small number, a group of non-speakers can have a detrimental effect because of proximity. Add to this those who choose not to speak Italian, and the purpose of coming to Italy to learn the language is easily undermined.

Teachers at Lingua-It
All the staff at Lingua-It are young, enthusiastic, and friendly, and the school generates an atmosphere of friendliness. In fairness, so too were the teachers at Leonardo da Vinci in Siena, which I rated highly (See blogs 3,7, 8,11), and I would imagine, a “friendly” atmosphere exists at most -- if not all -- commercial schools. But Lingua-It does try to go one step further. When a group goes on a school-sponsored outing, it generally ends with a drink at the local bar where students and those instructors involved in the tour will sit and chat. Occasionally, I have also seen instructors chatting with students over a drink. Although there is a standing invitation to join the staff for a drink or during lunch, the invitation is really more honoured in the breach than in the observance. Fair enough, since they also need their space.


General Assessment
Let me say outright that I was very happy with the teaching and what I was taught. But I found their awarding of “diplomas” accompanied by fulsome praise to anyone who had attended for however long or brief a period rather over-enthusiastic. I also found troubling a lack of commitment by the school to an ambience in which only Italian is spoken. And I was disappointed by what I consider “bloated” advertising. In fairness, some people may not consider these reservations as significant. Indeed, they may even consider the willingness of the teachers to speak English as an advantage. I certainly had an enjoyable time, and it is important to stress that although the grammar was not new to me, I certainly learnt a lot with respect to what is used in everyday Italian.