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The research has demonstrated the contemporary and effective methods of teaching Italian inUkraine. To use a foreign language proficiently means to perceive, understand, and ultimately imitate another culture in an accurate and truthful fashion. Teaching the language in the right manner should both mirror a culture in terms of its language and customs. The educator should depict more average character types who use less elevated language and more physical gestures for self-expression as it is common for Italian culture. It is this combination of accessible language and visual conceptual immediacy that makes it so suitable for the foreign language learning and so invaluable for inter-cultural appreciation at different levels of instructions. Most of the educators teach Italian as a foreign language at the university, but some teach culture as well, which includes both linguistic and extra linguistic competence, or teach at other levels. They provide a coherent and organized overview of contemporary Italian pedagogy, using case studies in the fields of language methodology and language acquisition fromItalyand four major countries where there is a strong tradition of teaching Italian. The main topics include teaching learnable grammar, podcasting and iPod in teaching and learning the Italian language, but at Kiev national universities the priority is given to the communicative approach, life situations. The importance of adopting a didactic translation methodology in the context of the 21 century university reform, building an intercultural identity in a cross-cultural transition, using films at all levels of proficiency, and the history of Italian culture retold by protest songs is being analyzed. This article discusses a series of considerations that underpin the design of a language and culture curriculum at lower level. These reflections are focused on the following areas: environments, text and culture and language, language and culture, authenticity. They are the result of several weeks of intensive online discussions and exchanges between different higher institutions inUkraine.

L’articolo indaga le origini di Lingua italiana: cronaca linguistica a carattere preminentemente didattico, pubblicata nel supplemento della rivista La Rassegna Scolastica dal 1896 al 1908. La ricerca si suddivide in tre sezioni: la prima osserva il panorama pubblicistico scolastico italiano del secondo Ottocento; la seconda analizza la rivista, il supplemento e i caratteri principali della rubrica Lingua italiana; la terza, più ampia, presenta la figura di Ida Baccini, prima compilatrice della cronaca, nonché insegnante e scrittrice. Le riflessioni normative esposte dalla Baccini in rubrica sono state, inoltre, confrontate (tramite apposite tabelle sinottiche) con quelle presenti in alcune grammatiche postunitarie, adottate negli istituti scolastici dell’epoca. L’intento principale è quello di delineare il profilo ideologico-linguistico della Baccini, che si presenta, in definitiva, di matrice principalmente manzoniana, con sporadici tratti filotradizionalisti., This article investigates the origins of Lingua Italiana, a primarily didactic linguistic chronicle, published as an addendum in La Rassegna Scolastica magazine from 1896 to 1908. The research is subvided into three sections: the first section surveys the Italian journalistic and school scene of the second half of the eighteenth century; the second section analyzes the magazine, the addendum and the main characters of Lingua Italiana; the third and largest one introduces the figure of Ida Baccini, first compiler of the chronicle as well as teacher and writer. The normative reflections presented by the compiler in the column were also compared to those present in some post-unification grammars, used in the educational institutions of the period. The main aim is outlining the ideological-linguistic profile of Ida Baccini that ultimately reveals the Manzonian influence with some sporadic traits of pro-traditionalist thinking.