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MARCELLA Morganti

Profile Research field Education Activities Research achievement On-Campus Activities Off-Campus Activities

 

Classes
No.Class Title 
1
Language Seminar 3 
2
Italian 1 
3
French 2 
4
French 2 
5
French 1 
6
French 1 
7
Italian 5 
8
Italian 4 
9
Italian 3 
10
Language Seminar 3 
11
French 1 
12
Italian 1 
13
Italian 6 
14
Italian 2 
15
French 1 
16
French 2 
17
French 2 
18
Italian 3 
19
Italian 4 
20
Italian 2 
21
Language Seminar a Italian 5 
22
Language Seminar b Italian 6 

 

Model Case of Educational Methods
No.Summary, Academic Year 
1
In Italian V and VI, classes are conducted primarily in Italian, emphasizing oral proficiency through activities like reading, listening, composition, role-plays, and skits. Pair and group work replace extensive explanations, with detailed lesson plans ensuring a balanced approach to skill acquisition. Students engage in activities that encourage contextual understanding of Italian words and focus on key information. A free-talking corner promotes conversation on current events, fostering confidence and natural dialogue. Evaluation methods include assignments, short tests, short speeches covering topics comparing Japan and Italy. Oral expression fosters learners' satisfaction and practical language use, enhancing their sense of accomplishment. , 2023 
2
In French I and II, oral proficiency is prioritized alongside a balanced approach to learning five language skills. Explanations are minimized in favor of pair and group activities, with detailed lesson plans ensuring varied learning experiences. Students engage in pronunciation, reading, listening, and composition tasks, focusing on understanding key information rather than every word. Dictation sessions and group discussions enhance grammar and vocabulary skills. Cultural presentations and regular reviews integrate language with culture, while evaluations encompass assignments, tests, and presentations. Oral expression fosters learners' satisfaction and practical language use, enhancing their confidence in using the foreign language effectively. , 2023 
3
In Italian I and II, emphasis is placed on developing oral skills alongside other language competencies. Pair and group work are prioritized over explanations to enhance student engagement. Detailed lesson plans ensure a balance between input and output activities, fostering varied learning experiences. Classes begin with student-led reviews followed by communicative tasks like pronunciation exercises and role-playing. Students learn to grasp meanings contextually, rather than relying on dictionaries. Cultural presentations and regular reviews integrate language with culture. Evaluation encompasses assignments, short tests, and oral presentations, focusing on conversational proficiency. Oral expression fosters learners' confidence and practical language use. , 2023 
4
In Italian III and IV, oral proficiency remains a priority alongside balanced skill development. Emphasizing pair and group work over explanations, detailed lesson plans ensure varied activities to sustain concentration. Activities such as reading comprehension, role-playing, and skit making enhance communicative competence. Encouraged to understand Italian words in context, students focus on key information rather than every word. A free-talking corner fosters conversational practice on various topics, encouraging questions and natural conversation. Evaluation encompasses assignments, short speeches, and tests, covering themes like hometown introductions and cultural topics. Oral expression fosters learners' satisfaction and confidence in practical language use. , 2023 
5
In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2022 
6
In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, compositions, short speeches, written and oral short tests., 2022 
7
In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2022 
8
In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and oral presentations. The evaluation criteria are diversified and multidimensional, including assignments, short speeches, compositions, written and oral short tests and oral presentations., 2022 
9
In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, compositions, short speeches, written and oral short tests., 2021 
10
In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2021 
11
In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and oral presentations. The evaluation criteria are diversified and multidimensional, including assignments, short speeches, compositions, written and oral short tests and oral presentations., 2021 
12
In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2021 
13
In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations. , 2020 
14
In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, compositions, short speeches, written and oral short tests., 2020 
15
In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and oral presentations. The evaluation criteria are diversified and multidimensional, including assignments, short speeches, compositions, written and oral short tests and oral presentations. , 2020 
16
In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues. The evaluation criteria are diversified and multidimensional, including assignments, written and oral short tests and oral presentations., 2020 
17
In Italian V and VI, I help students to develop their communicative competence in Italian adopting an Italian Only policy and through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests, monologues and presentations., 2019 
18
In French I and II, I help students to develop their communicative competence in French through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues., 2019 
19
In Italian I and II, I help students to develop their communicative competence in Italian through activities such as pronunciation exercises, reading comprehension exercises, composition, skit making, conversation tests and monologues., 2019 
20
In Italian III and IV, I help students to develop their communicative competence in Italian through activities such as 3 minutes of speaking exercise in each lesson, reading comprehension exercises, composition, skit making, conversation tests and monologues., 2019 

 

Video Content
No.Title of content, Creation date, Name of co-producer 
1
Italian language promotion video, Feb. 2023, Marcella Morganti, Megumi Mayumi 

 

Participation in FD Activities
No.Date of Program, Hosting Institution, Title of Program 
1
Mar. 2024, Soka University, The 3rd "Information Exchange Meeting on Generative AI Application" hosted by CETL 
2
Mar. 2024, CLE International, From literature to creative writing, how to develop the written production skill in learners? 
3
Feb. 2024, Soka University, Research Fund Compliance Training course 
4
Jan. 2024, ,  
5
Jan. 2024, ,  
6
Jan. 2024, Soka University, The 1st "Information Exchange Meeting on Generative AI Application" hosted by CETL 
7
Jan. 2024, Soka University, Harassment Training for Mutual Respect and Protection 
8
Nov. 2023, Soka University, Faculty Meeting for 2023 Autumn General Education Courses 
9
Nov. 2023, ,  
10
Oct. 2023, Soka University, Mental Health Seminar  
11
Sep. 2023, Soka University, Soka University 10th Education Forum 
12
Sep. 2023, Alma Publishing, Listening: Reflections and activities for understanding spoken Italian 
13
Sep. 2023, ,  
14
Jun. 2023, ,  
15
Jun. 2023, Edilingua, Macro and micro motivation in language learning 
16
Jun. 2023, Soka University, Faculty Meeting for 2023 Spring General Education Courses 
17
May. 2023, Edilingua, Language activities to improve accuracy in speaking Italian 
18
May. 2023, Edilingua, Activities to develop fluency in speaking Italian 
19
Dec. 2022, Soka University, Faculty Meeting for 2022 Autumn General Education Courses 
20
Oct. 2022, Soka University, Soka University 9th Education Forum 
21
Oct. 2022, Università per stranieri di Siena, CILS examiner training program  
22
Sep. 2022, Alma Publishing, French teaching study group meeting 
23
Jul. 2022, Soka University, CETL study group meeting 
24
Jun. 2022, Soka University, Faculty Meeting for 2022 Spring General Education Courses 
25
May. 2022, Edilingua, New paths for a new teaching of the Italian language 
26
May. 2022, Soka University, 2022 Soka University’s Project Vision Explanatory Meeting 
27
Feb. 2022, Soka University, The system of value-creating pedagogy: a multi-faceted approach  
28
Feb. 2022, Soka University, 5th Faculty and Staff Development Seminar 
29
Jan. 2022, NetLearning Inc., E-learning program about new threat outbreaks to the information security. 
30
Nov. 2021, Soka University, Faculty Meeting for 2021 Autumn General Education Courses 
31
Oct. 2021, APRIN , Research Ethics Education for Humanities (course completion) 
32
Oct. 2021, Soka University, Soka University 8th Education Forum 
33
Sep. 2021, Edilingua, Teaching techniques and resources for intermediate students 
34
Jul. 2021, Edilingua, Didactic techniques and resourses for improving oral expression A1-B1 
35
Jul. 2021, Soka University, "iThenticate" User Briefing Session 
36
Jul. 2021, Soka University, Reasonable Accommodation for Persons with Disabilities in Japan  
37
Jun. 2021, Soka University, Faculty Meeting for 2021 Spring General Education Courses 
38
Apr. 2021, Edilingua, Webinar: effective and engaging input techniques (transcodification, cloze, jigsaw, etc.) 
39
Mar. 2021, Soka University, The use of copyrighted material according to the Compensation System for Public Transmission for Educational Purposes 
40
Mar. 2021, la Société Japonaise de Didactique du Français, How to implement a flipped classroom to learn French as a foreign language 
41
Feb. 2021, Soka University, 7th Soka University Education Forum 
42
Jan. 2021, Soka University, Information security training course 
43
Dec. 2020, Soka University, 3rd Faculty and Staff Development Seminar 
44
Nov. 2020, Soka University, Faculty Meeting for 2020 Autumn General Education Courses 
45
Nov. 2020, Soka University, Mental health care during the COVID-19 era 
46
Jul. 2020, Soka University, 2nd Faculty and Staff Development Seminar: for a quality improvement of online courses 
47
Jul. 2020, Soka University, 1st Faculty and Staff Development Seminar: Evaluation methods in online courses 
48
Jun. 2020, Edilingua, Developing oral production in online foreign languages courses 
49
Jun. 2020, Soka University, Professional Development(PD) session for English Medium Program(EMP) instructors 
50
Jun. 2020, Soka University, Faculty Meeting for 2020 Spring General Education Courses 
51
May. 2020, Edilingua, Incorporating culture into foreign languages online courses 
52
May. 2020, Edilingua, The playful approach in distance learning 
53
May. 2020, Edilingua, Webinar: the role of input for intermediate classes 
54
Apr. 2020, Soka University, A series of 5 seminars: How to use Zoom for teaching online classes 
55
Apr. 2020, Alma Edizioni, Webinar: how to use E-books for online classes 
56
Apr. 2020, Alma Edizioni, Webinar: how to promote interaction in online classes 
57
Nov. 2019, Soka University, Faculty Meeting for 2019 Autumn General Education Courses 
58
Nov. 2019, Soka University, Campus Harassment Prevention Training Session 
59
Jul. 2019, Edilingua, Webinar: the role of input in Italian language acquisition 
60
Jul. 2019, Edilingua, Key factors in language acquisition (Italian) 
61
Jun. 2019, Soka University, Faculty Meeting for 2019 Spring General Education Courses 
62
May. 2019, JII (Japan Intercultural Institute) Learning Circle, Language and Culture in the Lower-level Classroom—Best Practices 
63
Apr. 2019, Soka University, Briefing session to report the achievements of Soka University’s initiatives for the “Top Global University Project” 
64
Feb. 2019, Soka University, 9th Faculty and Staff Development Seminar of the 2018 
65
Dec. 2018, Soka University, Faculty Meeting for 2018 Autumn General Education Courses 
66
Nov. 2018, Alma Edizioni, Webinar: 2 days program on new approaches of teaching Italian as a foreign language 
67
Oct. 2018, Italian Institute of Culture, Teaching Italian: New Technologies and Online Resources 
68
Aug. 2018, Soka University, 4th Faculty and Staff Development Seminar of the 2018 
69
Jul. 2018, Soka University, Trend in globalization and university education from the viewpoint of high school/university connection 
70
Jun. 2018, Soka University, Faculty Meeting for 2018 Spring General Education Courses 
71
Mar. 2018, Edilingua, Playful language teaching 
72
Feb. 2018, Soka University, Integrated reform of high school and university education, Freshman Education 
73
Nov. 2017, Italian Institute of Culture, The syntax as a digital print of the human mind 
74
Nov. 2017, Alma Edizioni, One day webinar: new teaching methods of Italian as a second language 
75
Sep. 2017, Soka University, Active learning methods utilizing physical outdoor activities facilitating resilience 
76
Jul. 2017, Italian Institute of Culture, Teaching materials and techniques to increase students’ motivation; the gamification in the foreign languages’ teaching; the use of video and other medias 
77
Jun. 2017, Soka University, Introduction to LTD 
78
May. 2017, Alma Edizioni, Teaching Italian as a second language to advanced level students 
79
May. 2017, Alma Edizioni, Italian as a second language - the use of new technologies to develop linguistic skills 
80
Apr. 2017, Alma Edizioni, Cooperative approach – Italian as a second language 
81
Feb. 2017, ,  
82
Dec. 2016, ,  
83
Nov. 2016, ,  
84
Nov. 2016, ,  
85
Oct. 2016, ,  
86
Sep. 2016, ,  
87
Jul. 2016, ,  
88
May. 2016, ,  
89
Nov. 2015, ,  
90
Nov. 2014, ,  
91
Nov. 2014, ,  
92
Mar. 2014, ,  
93
Nov. 2013, ,  
94
Nov. 2011, ,