Dr. Giuliana Salvato

Dr. Giuliana Salvato
Associate Professor of Second Language Education 

 
Ph.D. University of Toronto, 2006
Fulbright Scholar Certificate, Wheaton College, Massachusetts, USA, 2002
TESOL (Teaching English to Speakers of Other Languages) Certificate, Sheffield Hallam University, Sheffield, U.K., 2001
Laurea cum Laude, University of Padova, Italy, 1998

Undergraduate Courses Taught

  • INCS 1200 Introduction to Language and Linguistics
  • INCS 2200 Language, Linguistics, and Society
  • INCS 3200 Theories of Language Acquisition
  • INCS 3210 Methodologies of Second Language Education
    INCS 4200 Second Language Education Practicum
  • Italian language and Italian linguistics courses

Research Studies

I do research in second language acquisition and multilingualism. I investigate the contribution of gesture and multimodality to the development of a new language in adult learners. I study this area from a cognitive as well as socio-cultural perspective.

 

Publications

Books

Gesuato, Sara, Salvato, Giuliana, and Castello, Erik (eds.) (2022). Pragmatic Aspects of L2 Communication. From Awareness through Description to Assessment. Newcastle upon Tyne: Cambridge Scholars Publishing.

Salvato, G. (2015). Looking Beyond Words: Gestures in the Pedagogy of Second Languages in Multilingual Canada. Newcastle upon Tyne: Cambridge Scholars Publishing.

Chapters in Books

Salvato, G. (2022). Assessing verbal and nonverbal immediacy in university classes in Canada and in Italy. In Gesuato, Sara, Salvato, Giuliana, and Castello, Erik (eds.), Pragmatic Aspects of L2 Communication. From Awareness through Description to Assessment (pp.79-107). Newcastle upon Tyne: Cambridge Scholars Publishing.

Salvato, G. (2015). Cross-linguistic influences in Canadian learners' interpretations of Italian emblematic gestures, in Maria Pilar Safont Jordà and Laura Portolés Falomir (Eds.), Learning and Using Multiple Languages: Current Findings from Research on Multilingualism (pp. 58-81). Newcastle: Cambridge Scholars Publishing.

Salvato, G. (2011), The interpretation of emblematic gestures in L2 users of Italian, in V. Cook and B. Bassetti (Eds.), Language and Bilingual Cognition, (pp. 385-405). Hove, UK: Psychology Press.

Articles in Refereed Journals

Salvato, G. (2022). The pragmatics of L2 gestures in beginners’ classes of Italian. Instructed Second Language Acquisition 6(1), 81-108.

Salvato, G. (2020). Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy. Translation and Translanguaging in Multilingual Contexts 6(3), 282-311.

Salvato, G. (2020). Awareness of the role of the body in the pedagogy of Italian in Canada and in Italy. Language Awareness 29 (1), 78-95.

Salvato, G. (2019). Body language during classes of Italian as L2: The voice of the students in Canada and in Italy. Canadian Journal Italian Canadiana 33, 181-199.

Salvato, G. (2018). Il linguaggio del corpo nella lezione di italiano L2: La voce degli insegnanti in Canada ed in Italia. Cultura e Comunicazione, 13, 31-35, 93.

Salvato, G. (2016), L’insegnamento interculturale attraverso il gesto: Una prospettiva dal Canada multilingue. Cultura e Comunicazione, 10, 51-58, 61-64.

Salvato, G. (2008), Osservazioni sul rapporto tra lingua verbale e gestualità nella comunicazione orale, Cultura e Comunicazione, 2, 16-22, 59-60.

Salvato, G. (2008), The representation of gestures in Italian textbooks and workbooks, Italica, 85(1), 1-26.

Salvato, G. (2005), Communication strategies and the study of Italian as second language, Rassegna Italiana Linguistica Applicata, 2-3, 157-179.

Articles in Refereed Conference Proceedings

Salvato, G. (2012), Suggestions as to how to develop nonverbal competence in Italian L2 classes in Canada, in S. Bancheri (Ed.), Italian Outside of Italy. The Situation in Canada, USA and the English-Speaking World, pp. 91-106, Ottawa: Gauvin Press

Salvato, G. (2011), The concept of interlanguage in the evaluation of compositions written by learners of Italian at the University of Toronto, in M. Pasquarelli- Clivio (a cura di), Lingue in contatto e plurilinguismo nella cultura italiana, pp. 167-190, Ottawa: Legas.

Salvato, G. (2010), La gestualità italiana nelle classi di italiano L2 in Canada, in C. Capuzzo, E.M. Duso, L. Marigo (Eds.), Insegnamento dell'italiano L2/LS all'Università:  nuove sfide e opportunità, pp. 45-58, Padova: Il Poligrafo.

Salvato, G. (2009), The interpretation of gestures in cross-cultural communication:   The case of Italian symbolic gestures in second language education, in F. Calabrese, L. Ghezzi, T. Lobalsamo, W. Schrobilgen (Eds.), Diversity, Otherness, and Pluralism in Italian literature, cinema, language, and pedagogy-  Yesterday, Today, and Tomorrow, pp. 309-324, Ottawa: Legas.

Salvato, G. (2004), The teaching of foreign-language cultures: A study based on English and Spanish classroom data, in C. Taylor Torsello, M.G. Busà, S. Gesuato, (Eds.) Lingua inglese e mediazione linguistica. Ricerca e didattica con supporto telematico, pp. 491-505, Padova: Unipress.

Book Reviews

Tomassetti, Roberto. Le competenze dei docenti e dei formatori di italiano L2. pp. 424, Aprilia, Italy: Novalogos, 2014. Quaderni d'italianistica XXXVII (1), 211-213, 2016.

Pavan, Elisabetta, Il 'lettore' di italiano all'estero. Formazione linguistica e glottodidattica, pp. 237, Bonacci Editore, 2005, Italica 84 (1), 96-97, 2007.

Lepschy, Giulio, Mother Tongues and Other Reflections on the Italian Language, pp.148, University of Toronto Press, 2002, Quaderni d'italianistica XXIV (2), 136-137, 2003.