Mario Moroni is the Paul and Marilyn Paganucci Assistant Professor of Italian. Since he earned his Ph.D. in Italian Literature at Northwestern University in 1995, Prof. Moroni has taught at Northwestern U., Yale U., and the U. of Memphis, before coming to Colby College in 2001. Over the years he has spent in the United States, Prof. Moroni has developed a strong interest in language teaching, in the conviction that any culture and literature taught outside of its national boundaries inevitably involves the issue of language. Prof. Moroni has developed a communicative/functionalist approach to foreign language acquisition consisting of exposing the students to a series of linguistic tasks involving interaction among students and between teacher and students.
Prof. Moroni's main fields of interest, outside of language instruction, are Italian/European Modernism and the Avant-Garde, 20th-century poetry, modern and contemporary Italian culture and civilization, and Romanticism. In these fields he has published many articles, two books of literary criticism, and co-edited two volumes of essays: one on Italian poetry of the 1970s (Troubador Press, UK,2004) the other on Italian Modernism (U. of Toronto Press, 2004). Prof. Moroni is currently working on a new book devoted to the idea of border and frontier in modern and contemporary Italian culture and literature. Prof. Moroni has also published seven volumes of creative writing.
Mario Moroni is the Paul and Marilyn Paganucci Assistant Professor of Italian. Since he earned his Ph.D. in Italian Literature at Northwestern University in 1995, Prof. Moroni has taught at Northwestern U., Yale U., and the U. of Memphis, before coming to Colby College in 2001. Over the years he has spent in the United States, Prof. Moroni has developed a strong interest in language teaching, in the conviction that any culture and literature taught outside of its national boundaries inevitably involves the issue of language. Prof. Moroni has developed a communicative/functionalist approach to foreign language acquisition consisting of exposing the students to a series of linguistic tasks involving interaction among students and between teacher and students.