Learning objectives
Expected results:
- KNOWLEDGE AND UNDERSTANDING: students will be able to identify different dimensions of linguistic variation when dealing with both oral and written texts. They will also develop knowledge of the main features of the didactics of German.
- ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: students will be able to analyze complex texts on several levels, also with respect to variation dimensions in contemporary German.
- AUTONOMY OF JUDGMENT: students must be able to critically discuss their own and others’ interpretations and choices.
- COMMUNICATION SKILLS: students will acquire the ability to communicate fluently in written and oral German, arguing effectively their positions and using appropriate terminology
- LEARNING SKILLS: by developing the ability to reflect on their own work, students will learn to improve their language skills, also finding new resources autonomously.
Prerequisites
Knowledge of the German language (at least B2 of the Common European Framework of Reference.).
Course unit content
The module offers a survey of different aspects of authentic language use and didactics.
It will introduce stylistic aspects related to the use of written and oral German and illustrate the position and importance of the German language in Italy. The aim is to provide an overview of today's situation in an attempt to "map" the many new facets for a different learning, teaching and daily use of the language.
Attention will also be given to theoretical and methodological tools for approaching the analysis of German and for language teaching. With the aim of providing a theoretical and practical synthesis of current didactic proposals, in order to respond to the renewal needs of the conceptual framework of the Ministerial school programs, a fluid and dynamic idea of teaching will be conveyed for those who need to prepare for competitive examinations for teaching in the secondary school, or even for those who want to qualify as a linguistic supporter in other teaching contexts (e.g. in adult education), and in general for the continuous training of teachers of German language and culture.
Full programme
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Bibliography
Rösler Dietmar (2012), Umfassende Konzepte der Fremdsprachenvermittlung, in Rösler Dietmar, Deutsch als Fremdsprache. Eine Einführung. Metzler, Stuttgart-Weimar.
Fandrych, Christian / Thonhauser, Ingo (Hg.), Fertigkeiten – integriert oder separiert? Zur Neubewertung der Fertigkeiten und Kompetenzen im Fremdsprachenunterricht, Praesens, Wien 2008. ISBN: 978-3-7069-0411-7
Blühdorn, Hardarik / Foschi Albert, Marina, Leseverstehen für Deutsch als Fremdsprache: ein
Lehrbuch für die Lehrerausbildung, Pisa University Press, Pisa 2014. ISBN: 978-8-8674-1115-3
9788867411153
Ficcadente, Alice, Guida alla composizione di un testo argomentativo in tedesco / Wie schreibt man einen argumentativen Text auf Deutsch? Più di 600 espressioni in tedesco e in italiano per scrivere un saggio, tab edizioni, Roma 2023. ISBN: 978-88-9295-678-0
Further materials, to be considered an integral part of the bibliography, will be made available on the Elly platform during the course.
Teaching methods
The course will combine lectures and interactive classes, group and individual activities; it will also include the analysis and the discussion of case studies and exercises. The examples discussed in class will help the students to develop a method to be applied through in-depth studies and individual analysis paths.
The students are also required to attend practical language lessons given by German language assistants during both semesters, aimed at consolidating language skills at a C1 level. The practical language lessons prepare students for the language proficiency test, which students must pass to gain access to the oral examination.
Both the theoretical course and the practical language lessons (lettorato) are taught in German.
Assessment methods and criteria
ASSESSMENT METHODS
For attending students, the assessment is based on:
a) active participation during classes and tasks to be completed during the lesson period;
b) participation in the tandem programme;
c) an oral examination focused on the theoretical concepts of the module (2 questions, see details on the Elly platform).
For non-attending students, the assessment is based on:
a) participation in the tandem programme;
b) an oral examination focused on the theoretical concepts of the module (5 questions, see details on the Elly platform).
To be eligible for the oral examination, students must have obtained a sufficient evaluation in the English language proficiency test (Level I). An insufficient evaluation in the language proficiency test does not permit access to the oral examination.
ASSESSMENT CRITERIA
A fail is determined by the lack of understanding and of knowledge of the minimum course contents. A pass (18-23 / 30) is determined by the student’s understanding and learning of the minimum and fundamental contents of the course. Middle-range 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. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired. The highest scores (from 28/30 to 30/30 cum laude) are assigned on the basis of a very good to excellent level in the knowledge of the contents, in the personal processing capacity of the same and in the mastery of specific terminology.
Other information
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2030 agenda goals for sustainable development
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