The main objective of ADESSO.t， A Functional Approach to Italian is to allow
beginning students of Italian the opportunity to learn how to understand and use
the language in different situations. For this reason， the structure and content of
each chapter are shaped by functional notions. In addition， each chapter in the text，
as well as the corresponding chapter in the workbook， provides ample opportunity
for the student to develop formal skills through the grammar presentations and
activities.
The term functional in this book has two meanings. First of all， it expresses the
view that students need to know language forms and communicative notions in
order to carry out certain functions， i.e.， routines encountered in everyday life.
Thus， for example， if one were to order a coffee at a bar， the functional approach
would determine the structures and communicative tasks required to carry out this
particular social scenario.
Secondly， most of the activities in which students practice what has been intro-
duced in a specific section of a chapter are designed as functional， i.e.， they involve
the student in some activity based on that particular function， such as ordering
coffee.
This book is the product of over twenty years of teaching beginning Italian at all
levels of education， from the elementary school to the university. It contains ideas
and material developed over these years that have been found to work well with a
wide range of student learning styles. Most of the material has been \"tested out\" in
various high school and university classrooms in the city of Toronto and its
surrounding regions. Only those features found to be successful year after year have
been incorporated into the framework of the text.
I would like to thank my students and colleagues， all of whom have given me
their precious feedback over the years. There are simply too many to mention by
name here. I would like to express my deep gratitude to the expert editorial staff at
Heinle & Heinle， and especially to Erika Skantz， Julianna Nielsen， Mary Root
Taucher， and Stan Galek， for providing me with valuable insights， suggestions， and
most important of all， encouragement， during the long and laborious development
of this book. I would also like to thank the following people who reviewed the
manuscript:
Walter Blue， Hamline University
Brian O Connor， Boston College
Diane Musumeci， University of Illinois
Thomas Cravens， University of Wisconsin
Louis A. Bruno， Cranston High School
Thomas Cox， San Diego State University
Laura DiGregorio
Giovanna Miceli Jeffries， University of Wisconsin
Annamaria Moneti， Syracuse University
Marcello Scarsella， Snowden International High School
Beth Wellington， Simmons College
Finally， I express my appreciation to the designer， Jane Carey; the native
readers， Alessandra Crainz and Lucia Conti; the proofreaders， David Baker and
Grisel Lozano-Garcini; and to Nicole Baker for additional editorial help.
I truly hope that students and teachers alike will find this course to be a reward-
ing learning experience. Adesso， let s begin!
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