Learning objectives
By the end of the course students will have learned theoretical notions about language education and developed key-competences in the planning of language learning units that are consistent with the most recent developments of Educational Linguistics.
KNOWLEDGE AND UNDERSTANDING
- Knowing the interdiciplinary nature of Educational Linguistics and its development in Italy.
- Knowing the nativist, cognitive-functional and environmentalist theories of L1 and L2 learning.
- Knowing the main approaches and methods for language learning.
- Understanding the relations between a teaching approach and the learning theories it draws inspirations from.
APPLYING KNOWLEDGE AND UNDERSTANDING
- Applying the key notions of Educational Linguistics for analyzing and self-assessing one's personal experience as an L1 and L2 learner.
- Designing language learning activities based on the notions learned during the course.
MAKING JUDGEMENTS
- Identifying the differences, as well as the pros and cons of the various language teaching approaches.
- Critically analyzing language teaching materials.
COMMUNICATION SKILLS
- Being aware of the processes underlying the various components of the communicative competence.
- Presenting a topic in an accessible way using the technical vocabulary of Educational Linguistics.
LEARNING SKILLS
- Developing reflection skills, assessment and self-assessment skills.
Prerequisites
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Course unit content
After a brief introduction to Educational Linguistics as an interdisciplinary field of study devoted to the process of language learning and teaching, the course will be divided into two parts. The first part outlines the main theories of first and second language learning and their influence on the approaches and methods for language teaching. The second part covers the conceptual and practical tools for planning language teaching interventions, with particular reference to the most up-to-date methodologies.
Full programme
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Bibliography
Reference textbook: Bosisio C., Chini M. (2014) Fondamenti di glottodidattica. Apprendere e insegnare le lingue oggi, Carocci.
Students must also choose one among the following list of textbooks, which explore some contemporary topics of Educational Linguistics:
Benucci A. (2015) L'intercomprensione: il contributo italiano, UTET Università.
Buccino G., Mezzadri M. (2015) Glottodidattica e neuroscienze: verso modelli traslazionali, Cesati.
Daloiso M. (2009) La lingua straniera nella scuola dell'infanzia. Fondamenti di glottodidattica, UTET Università.
Daloiso M. (2015) Scienze del linguaggio e educazione linguistica, Bonacci.
Nuzzo E., Grassi R. (2016) Input, output e interazione nell'insegnamento delle lingue, Bonacci.
Students who do not attend classes regularly must also study the following book: Mezzadri M. (2015) I nuovi ferri del mestiere, Bonacci.
Teaching methods
Lectures, interactive classes and workshops.
Assessment methods and criteria
The exam consists of a written assignment and an oral examination. As regards the written assignment, students must design a brief learning unit based on the inputs given by the instructor on the Elly platform during the course. The assignment will be assessed on the basis of the following criteria: correct fullfilment of the assignement, student's capacity of connecting theoretical knowledge with practical skills (e.g. motivate one's teaching choice based on theoretical foundations), personal elaboration, methodological adequacy and practical efficacy (e.g. apply theoretical knowledge to a specific situation). The oral exam consists of a discussion based on the written assignment, the course contents and the recommended readings. The final mark range goes from 18 (sufficient) to 30 (excellend) and is calculated as follows: 1-10 points for the written assignment + 1-20 points for the oral exam.
A fail is determined by the lack of an understanding of the minimum content of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. A pass (18-23/30) is determined by the student’s possession of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.
Other information
Those students who wish to learn more about the teaching of foreign languages to learners with Special Needs can attend the following course: "Foreign Language Teaching to Students with Learning Difficulties"
