Learning objectives
At the end of the course students will have acquired knowledge related to the acquisition of a language, in particular of Italian as a first or second language and competences on teaching Italian to native and non native students.
Knowledge and understanding:
students will develop knowledge and comprehension competence in the field of educational linguistics thanks to the use of different sources (manuals, books and scientific articles, lectures, online learning objects etc.) regarding fundamental topics and advanced research in the field of educational linguistics with a specific focus on issues related to Italian language teaching.
Applying knowledge and understanding:
students will be able to apply knowledge and comprehension skills useful for specific training of perspective L2 and L1 language teachers, as well as for other professional profiles related to the field of school and academic publishing and computer assisted language teaching. In particular, students will develop skills needed both to create and support argumentation and to solve problems in the field of educational linguistics. Moreover, students will apply their knowledge and understanding to teaching material design for subjects taught through an L2.
Making judgements:
students will be able to collect and interpret data to determine autonomous judgements in in the field of educational linguistics, including cross-cultural and interdisciplinary thinking on cultural and intercultural, scientific and ethical topics connected to the judgements expressed.
Communication skills:
thanks to the specific focus on communication competences and in particular on the development and use of mediation skills, students will be able to convey information, ideas, problems and solutions to specialists and non-specialists.
Learning skills:
thanks to the general scaffolding of the course which focuses on processes related to language learning and teaching in a social context, students will further develop learning skills useful to carry out advanced studies in educational linguistics and more generally speaking as learners in the third cycle or in lifelong learning education.
Prerequisites
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Course unit content
The first part of the course is dedicated to the exploration of the mechanisms which rule language acquisition.
The second part deals with language teaching processes. Learning to create teaching materials for learning and teaching Italian as a first, second or foreign language will be the main goal of the second part of the course.
This course complies with D.M.616.
Full programme
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Bibliography
Path 1
1 Balboni P., Le sfide di Babele, Torino, Utet 2015, or Mezzadri M., , Apprendere, insegnare e valutare le lingue, Firenze, Cesati, 2024 (recommended for students who did not take this exam during their first degree).
Path 2
1 Balboni P., 2018, Fare educazione linguistica, Torino, Utet oppure Mezzadri M., Apprendere, insegnare e valutare le lingue, Firenze, Cesati, 2024.
2 Caon F. (a cura di), 2016, Educazione linguistica nella classe ad abilità differenziate, Torino, Bonacci.
Teaching methods
Path 1
Path 1 is dedicated to students who will attend the face-to-face classes regularly. Teaching methods include: lectures; interaction with students during lectures; workshops, individual and group work aiming at preparing for the creation of a teaching unit as part of the final assessment process.
All the lessons will be carried out on campus with the support of the recorded lessons which will be available for 15 days on Elly, as well as the learning objects/units and the ppt slides used during the lessons. Everything is at students’ disposal on Elly.
Path 2
Path 2 is dedicated to students who cannot attend the face-to-face classes regularly. Path 2 is supported by learning objects made available on Elly which include videolessons, written texts and self-access activities.
Both Path 1 and Path 2 students will have the opportunity to exchange opinions, doubts etc. with the teacher during individual or group online meetings.
More information available on Elly.
Assessment methods and criteria
Path 1
Oral exam and written work.
Students will first have to create a teaching material designed for the teaching of a subject in Italian to foreign learners at a B1 level of Italian attending the first or second year of high school.
The teaching material will be started during the face-to-face classes in the second part of the course.
For the creation of the teaching material, it is recommended to use the book Mezzadri M., Studiare in italiano all'università, Bonacci, Torino 2016.
The material will be graded with a maximum score of 30. To sit for the oral exam students need to obtain at least 18 out of 30 as a score for the teaching material.
The final mark will be determined as follows: 50% oral exam, 40% teaching material, 10% class participation.
The teaching material will have to be handed in to marco.mezzadri@unipr.it 10 days before the oral exam.
The oral exam will be based on a discussion about the written part and of topics dealt with during the classes and through the study of materials and books assigned.
Path 2
The exam will be oral and based on the assessment of the knowledge of the topics included in the volumes indicated in the recommended readings section. Special attention will be given to skills related to the practical application of what has been learnt.
Path 1 and 2
A fail is determined by a substantial lack of an understanding of the minimum content of the course, the inability to express oneself adequately (orally and/or in writing), 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. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired to the creation of teaching materials.
A pass (18-23/30) is determined by the student’s understanding 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. Moreover, a pass is due to only partial competence in applying the knowledge acquired to the creation of teaching materials.
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. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired to the creation of teaching materials.
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. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired to the creation of teaching materials.
Other information
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2030 agenda goals for sustainable development
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