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Alessia Valfredini

PhD
MLL Assessment Coordinator 2010 to present
Italian Language Program Coordinator 2005 to present
Senior Lecturer of Italian
Faber Hall 564
718-817-2664
valfredini@fordham.edu
Spring 2021 Office hours: 
Drop in on T& F 09:30-10, 12:30-1, or 02-2:30 (via Zoom at https://fordham.zoom.us/j/89965403585
or make an appointment (click on this calendar link)

Education

MA University of Turin, Italy
PhD The Graduate School of Education, Fordham University

Biography

After earning her MA at the University of Turin (Italy) and teaching in Italian public schools, Dr. Valfredini moved to New York and pursued a PhD in Language, Learning, and Literacy at the Graduate School of Education of Fordham University. Dr. Valfredini studies the sociocultural dimensions of language pedagogy and multilingual academic literacy. She also conducts program assessment.

What she likes the most about teaching is the collaborative interaction with her students. She values languages as a remarkable entry point to world-views and perspectives. She hopes that her courses will raise important questions and that the journey spent seeking answers will be transformative.

 

 

 

 

Courses taught

Italian Community Engaged Learning: Art & Society

Introductory Italian I and II, Intensive Introductory Italian, Intermediate Italian I and II, Advanced Italian, Italian Language and Literature, Italian Conversation and Composition.

Publications

Publications and Presentations:
 
Reflections of and on Diversity: (Re) Discussing Course Materials. 
In Gibby, S., and Tamburri, A. (Eds.), Diversity in Italian Studies, (177-192). Calandra Institute, Diversity in Italian Studies (2021).
 
What’s in a book? A social justice approach to FL textual contents (and discontents). 
Co-authored with Chiara Fabbian and Emanuela Zanotti Carney. In Dupuy, B., and McNichols, K. (Eds.), Pathways to paradigm change: Critical examinations of prevailing discourses and ideologies in second language education. AAUSC (2019).
 
Developing cultural literacy: The contrastive study of TV advertisements. 
The Journal of Language Teaching and Technology (2018, Issue 1, 2-14)
 
(Trans) formative by Design: Curricula for 21st Century Citizenship. Textbook Content and Cultural (Mis) Representations
Presenter In absentia. Co-presenters: Chiara Fabbian and Emanuela Zanotti Carney
Italian Language and Culture Conference: Innovation in Italian Programs and Pedagogy
Georgetown University, Washington D.C. (October 26, 2019)
 
Fostering a Culture of Diversity: Classroom, Curriculum, and Institutional context
Presenter, Roundtable “Fostering Diversity in the Italian Classroom and Beyond"
NeMLA 50th Anniversary Convention, Washington, D.C. (March 21-24, 2019)
 
Effective Course Design for L2 Writing Development
Presenter, Roundtable “Crossing the Intermediate Border: Towards Advanced Writing Competency”
NeMLA 50th Anniversary Convention, Washington, D.C. (March 21-24, 2019)
 
Reflections of and on Diversity: (Re) Discussing Course Materials
Presenter, The Calandra Institute Symposium on “Diversity in Italian Studies: Race/Ethnicity, Gender, Sexuality, Disability Studies, Class” (January 17-18, 2019)
 
The TILCA paper was forthcoming but should now be 2018.
 

Preparing for life and career in the 21st Century: A Role for Italian courses from a multilingual, multicultural,  interdisciplinary, and critical perspectiv TILCA Journal - Teaching Italian Language and Culture Annual (forthcoming)

An interdisciplinary, multicultural, multilingual, critically-engaged take on Italian conversation and composition
Presenter, Italian Language and Culture Conference: Innovation in Italian Programs and Pedagogy
Georgetown University, Washington D.C. (October 21, 2017)
 
Nutella a colazione: Examining cultural representations in commercials
Presenter, NeMLA Annual Convention
Johns Hopkins University, Baltimore, MD (March 23-26, 2017)
 
Teaching 21st century skills through collaborative multimodal writing
Co-Presenter with Dr. Kathleen LaPenta, ACTFL American Council on the Teaching of Foreign Languages
Boston, MA (November 18-20, 2016)
 
A study on the impact of contextual elements on the internal resources that mediate writing
Presenter, SSLW, Symposium on Second Language Writing
Arizona State University, Tempe (AZ) (October 19-22, 2016)
 
Laurie: A case study of undergraduate writing across languages
Presenter, NYS TESOL Annual Conference
White Plains, NY (November 13-14, 2015)
 
Studying the process of writing in a foreign language: An overview of the methods
Published in the Journal of Language Teaching and Research (June 2015, issue 5)
 
Conversation and composition, redesigned
Presenter, ACTFL American Council on the Teaching of Foreign Languages
San Antonio, TX (November 21-23, 2014)
 
Undergraduate academic writing across languages: A sociocultural study
Presenter, SSLW, Symposium on Second Language Writing
Arizona State University, Tempe (AZ) (November 13-15, 2014)
 
Providing effective feedback to student writing: Contexts & purposes
Presenter, IUP Spring Methodology Conference on Foreign Language Teaching
Indiana University of Pennsylvania, Blairsville, PA (April 25, 2014)
 
Teaching foreign language composition in the 21st century
Presenter, ACTFL American Council on the Teaching of Foreign Languages
Philadelphia, PA (November 16-18, 2012)
 
An Italian mode of thinking: Perspectives from college foreign language writers
Presenter, AERA American Educational Research Association, Vancouver, BC, CANADA (April 16-18, 2012)
 
Cross-language relations in composition: Understanding the multilingual nature of composition courses
Published book review, Journal of Second Language Writing (February 2012)
B. Horner, M. Lu, P.K. Matsuda (Eds.), Cross-language relations in composition Southern Illinois University Press, Carbondale, IL, (2010) http://dx.doi.org/10.1016/j.jslw.2012.01.002
 
How to teach our students to be active foreign language readers
Presenter, NECTFL, North East Conference for Teaching the Foreign Languages, New York, NY (April 1, 2006)