29879 - Teaching of Modern Languages (LM)

Learning outcomes

By the end of the course, students will know the theoretical bases and the methodologies of second/foreign language learning and teaching; the historical background of the field and its current connection to the evolution of research on second language acquisition as well as to contemporary factors (ie.: multimedia technologies, multilingualism, the intercultural dimension in the everyday communication and the European language policies).

On the practical level, students will be able to apply the components of the teaching process (ie.: needs analysis, definition of language aims, language syllabus design, elaboration and implementation of a language teaching unit, etc.) to a range of different teaching/learning contexts.

Course contents

How do you learn a second language (L2)? How can language teachers help their students to learn a second language (L2)? In which ways does the teaching of L2 differ from the teaching of L1 (mother tongue language)? And what does it imply to teach it in the current era of globalization? …‘The teaching of modern languages’ as a field of studies has a relatively recent history, but, over the last few decades, several social and cultural changes have started shaping it in new ways. Not only are these ways radically distant from the initial structuralist view and practice of language and culture; they also are new with respect to the relevant innovation introduced by communicative approaches in the late ‘70s.The latest developments in the field deal with the multilingual turn induced by geographical mobility, together with the extreme linguistic diversity, the new forms of interaction, the evolution of multimedia technologies, the supranational educational policies, etc., that is with far-reaching phenomena and the consequent theoretical and practical perspectives related to them.

In this course, we will briefly overview the historical background of the discipline. On the basis of this overview, we will address core issues related to central notions (such as interlanguage, communicative competence, language skills, pragmatic meaning, “translanguaging”, etc.), in the light of recent knowledge in language sciences and psychology of learning, as well as of the elaboration of teaching methodologies. Among the various ways of seeing the ‘language learner’, the development of his/her communicative competence (with a particular attention to reading and writing skills), as well as classroom interaction and the best ways to enhance learning will be deeply examined. We will also mention the intercultrual dimension of language teaching and the educational effects – on one’s own experience – of the relation to the cultural variety and diversity (according to a dynamic approach).

As for the practical abilities of the future L2 teacher, we will discuss the main features which need to be considered when organizing a language course: needs analysis, definition of teaching aims, lesson planning, choice of resources and instruments, design of language communicative tasks, management of interaction in the language classroom, multiple language assessments.

 

Readings/Bibliography

The following texts are required reading for attending and non-attending students:

A. Ciliberti, Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma, Carocci 2012, chapters 1, 2, 3, 4 [pp.21.-88]; e ch.12 [pagg. 227-248]

M. Saville-Troike, Introducing Second Language Acquisition, Cambridge University Press, 2006:ch. 2: Foundations of Second Language Acquisition pp.7-30; ch. 7: L2 learning and teaching, pp.173-180.

M. Chini, C.Bosisio (a cura di), Fondamenti di glottodidattica. Apprendere e insegnare le lingue oggi, Carocci, 2014: Ch. 4 (La didattica della L2) pp.175-236.

Other texts (for consultation, mainly) will be provided during the course.

Teaching methods

Frontal and group lessons

Assessment methods

Assessment methods are based on written and oral exams.

The written exam is formed by open-ended and closed-ended questions.

The oral exam, which is linked to the results of the written part and will take place one days later (depending on the number of students), will be completed with additional questions.

Teaching tools

power point, dvd,on line material.

Office hours

See the website of Rosa Pugliese