Didattica dell'intercomprensione in presenza, online, ibrida: pratiche e riflessioni

This contribution aims to offer insights into the on-line and in-presence teaching of intercomprehension. Through the analysis of the answers to a questionnaire administered to teachers and students (university and other educational contexts), similarities and differences among in-presence, online and hybrid classes are investigated in terms of competences and skills development, adaptation of teaching practice and other factors, such as motivation and autonomy. Results show substantial agreement in the judgements within the area of materials, methodologies and tools, and in relation to interproduction skills. Some critical points are highlihted by the teachers with regard to the development of certain competences (i.e. pragmatic) and other aspects (i.e. autonomy), especially in distance learning classes. Overall, students report positive and encouraging experiences.