How has input changed? Reflections and implications for intercomprehension

Abstract

Since the publication of “EuRom5. Leggere e capire 5 lingue romanze” just over ten years ago several technological developments occurred and they have had significant effects on language acquisition and learning. Easy access to information through digital devices as well as widespread use of social media have changed the nature of linguistic input. Traditional means of communication like TV and radio, which provided mainly unidirectional input, have had to adapt to changes by moving to digital platforms which render them more interactive. In this article I reflect on these developments in relation to linguistic input and on the implications for intercomprehension. If, undeniably, fundamental notions – including the centrality of input – are still highly relevant, learning how to manage the multifaceted information we receive to develop language learning-related strategies is possibly even more crucial than it was in the past. I include some proposals on how modern digital means can provide incentives to develop intercomprehension as well as to stimulate interlinguistic reflections.