Intercultural competence is a range of skills, which lead to constructive and appropriate communication with other cultures. Difficulty in communicating with different part of European society, immigrants included, may result not only from linguistic misunderstanding, but also from cultural differences. This fact led to introducing the profession of linguistic and/or cultural mediator. After Bologna Process the mediation courses were provided by European and Italian universities. In these courses students can learn about inter-linguistic and intercultural communication through the study of European and non-European languages. Students have to be taught not only in translation and interpreting, but also need to learn the dynamics of communication and overcome linguistic and cultural barriers. Slavic languages can also be studied in the courses of linguistic and/or cultural mediation. Slavic studies in Italy have a long academic tradition. The academic discipline L-LIN/21 Slavic Studies includes the teaching of all Slavic languages, as well as Slavic philology, linguistics and comparative studies of Slavic literatures. So the intercultural approach is intrinsic in this field of studies. This article aims to analyse how the teaching of Slavic languages and cultures was carried out in the university courses of linguistic and/or cultural mediation in Italy. Italian and European laws and documents, such as papers of Italian and other researchers will be considered. The analysis shows that in the university mediation studies the focus is usually on the training of translators or interpreters for only one Slavic language. The knowledge of the culture of studied language, of other Slavic languages and of interslavic disciplines is generally underestimated. Since all Slavic languages and cultures have been organized in a single and multicultural field of study, this approach hinders the homogeneous development of the Slavic disciplines in Italy.
|Title of host publication||InterKult 2018|
|Number of pages||22|
|Publication status||Published - 2019|