Learning objectives
Students will acquire high-level skills in planning secondary school units of German as a Foreign Language (DaF) by refining the knowledge of the inclusive school education, as well as through the study of digital teaching practices and assisted technology. They will be able to plan DaF German lessons based on the concepts of Accessibility and Universal Design, mainly concerning syntactic phenomena.
Prerequisites
Prior knowledge of German (at least B2)
Course unit content
The 6 CFU course is divided into a theoretical part and a practical part. The first part aims to provide the theoretical foundations and analytical tools of digital pedagogy, with particular regard to inclusive DaF lessons in secondary schools. The working methodology and the acquired knowledge will then be put into practice in the second part of the course, providing examples and exercises on planning inclusive activities with educational media and assistive technologies, mainly concerning syntactic phenomena. These concrete cases will show the entire teaching process: lesson plans, digital worksheets and student resources.
Non-attending students are requested to contact the teachers during reception hours or by e-mail.
Full programme
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Bibliography
Schüller, Liane - Bulizek, Björn & Fiedler Manuel (2021), Digitale Medien und Inklusion im Deutschunterricht, Münster: UTB, Waxmann. ISBN: 978-3-8252-5437-7.
Foschi Albert, Marina (2018), Le frasi complesse del tedesco, Pisa: Arnus University Books, Il campano. ISBN: 978-8-86528-439-1.
Free-choice German Grammar, e.g. Dreyer Hilke – Schmitt, Richard (2009), Lehr- und Übungsbuch der deutschen Grammatik – aktuell. München: Hueber. ISBN 978-3-19-307255-9.
Further materials will be available on the Elly platform during the course.
Teaching methods
- participated lectures
- small / medium group and individual exercises
- analysis of case studies
The examples proposed in class will help students develop a method to be applied through in-depth studies and individual analysis paths.
The course is taught in German.
Assessment methods and criteria
The exam is passed when the learning of two modules German Language and Literature and German Language and Linguistics plus Lettorato has been verified.
The final grade consists of the average of the partial grades obtained in each module plus the grades of Lettorato. No prerequisites must be respected in taking the each module-exams; therefore, the student will be able to choose whether to start from the Modul 1 or 2. The Lettorato test, on the other hand, is preliminary to the two modules.
1) Lettorato
2) Module of German Language and Literature (Prof. Stefano Beretta)
3) Module of German Language and Linguistics: final oral exam lasting 20-30 minutes, which will consist of 2 parts. One more general on the basic concepts of digital practices for inclusive DaF secondary school units/lessons (book by Schüller/ Bulizek / Fiedler), the other specific on a linguistics topic chosen by the student from among those dealt with in the volume edited by Foschi, with a case study on a concrete unit plan. (The examined text must be sent by email to the Professor at least one week before the oral exam).
An insufficiency rating is determined by the lack of knowledge of the minimum course contents. A sufficient evaluation (18-23 / 30) is determined by the student demonstrating that he has learned the minimum and fundamental contents of the course. The average scores (24-27 / 30) are assigned to the student who proves to have a more than sufficient (24-25 / 30) or good (26-27 / 30) level of the evaluation indicators listed above. The highest scores (from 28/30 to 30/30 cum laude) are assigned based on the demonstration of an excellent to excellent level in the knowledge of the contents, in the personal processing capacity of the same and in the mastery of specific terminology.
Expected results:
Knowledge and understanding: students will be able to evaluate digital media in inclusive German (DaF) lessons and will understand how this knowledge can be applied in practice. They will also learn the fundamentals of current theories on digital pedagogy, with particular reference to the concepts of Accessibility and Universal Design.
Ability to apply knowledge and understanding: students will be able to plan secondary school units/lessons in an appropriate manner using the potential of digital media with focus on diversity and heterogeneity of the DaF learners.
Autonomy of judgment: students must be able to critically discuss their own and others' teaching choices, selecting the most suitable for the situational context in which they find themselves.
Communication skills: ability to communicate fluently in written and oral German, arguing effectively their positions and using terminology appropriate to the sectoral areas of linguistics and pedagogical studies.
Learning skills: by developing the ability to reflect on their own work, students learn to improve their language and translation skills, also finding new paper and digital resources autonomously.
Other information
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2030 agenda goals for sustainable development
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