Educazione linguistica in ambiente bilingue: la svolta prosodica

[Autom. eng. transl.] As part of a project to redefine the linguistic curricula, in 1991, at the chair of German Language at the Catholic University of the Sacred Heart, research was started to define the goal of language learning after four years of university teaching in German. A first trace to establish this level of linguistic competence - a sort of "level of achievement" - draws on the results of the tests of very advanced language students, bilingual students resident in Italy who had enjoyed a deep and extended contact (up to 13 -15 years), but scholastic, with the German language. The intention was to gather a corpus of characteristic interferences of these students. It was a matter of establishing which were the most resistant interferences, the forms in some ways fossilized, presuming that specific interferences were needed in the German statements produced by this particular type of bilinguals. The aim was to define the goal of university linguistic education from beyond the boundaries of the goal itself. The article is based on the results of the project and illustrates how to get the correct German pronunciation from prosody.