Abstract
This paper traces the history of Japanese Studies in Ca’ Foscari University from the foundation of the Course in Oriental Languages and Literature in 1965 to this day. Furthermore, the paper outlines the state of the research in Japanese Studies describing profiles, the scientific production, methods and lines of research of the professors, researchers and scholars in Ca’ Foscari University. The range of Japanese Studies is based on a long standing tradition and includes Japanese Language, Literature, Philology and Linguistic, History and Institutions, Economics, Society, Politic and International Relations, Religion, Philosophy and Cultural Anthropology, Figurative and Performing Arts, Fine Arts, Theatre, Film and Visual Culture, etc.
Highlights
The Department of Asian and North African Studies at Ca’ Foscari Uni- versity launched the official Colloquial Arabic Course in 2015, when this subject of study was not, a novelty at the Venetian academic institution, which has played a pioneering role in the field at both Italian (Kalati 2007, 289) and European level
The role of Venetian Indology has been remarkable, both at a national and international level, and this is a source of joy and pride: this is proved by its lasting relations and exchanges with other academic institutions and research centres in Italy and abroad; by the ongoing attraction that the Venetian school of Indian Studies has exercised over colleagues who were trained in other universities; by the high number of students who were educated at Ca’ Foscari and who cover prestigious positions through out the world; and, last but not least, by the good fame that the latter have earned in both Italian and international contexts
All this stands in sharp contrast with the few, scanty resources that our country has always destined to South Asian Studies
Summary
The relatively recent establishing of the course is the result of a long list of instruction experiences carried out from the ’70s onwards to face the challenge of diglossia that strongly characterises the Arab world. Since the ’90s diglottic proficiency has become a paramount requirement for accessing online communications and various cultural outputs of the Arab world. This article describes the features of Arabic diglossia in order to explain learning needs stemming from such a sociolinguistic phenomenon and. 150 Years of Oriental Studies at Ca’ Foscari, 71-84 instructional approaches tailored to cope with it. These clarifications introduce a brief account of Colloquial Arabic teaching at Ca’ Foscari
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