- Docente: Rosa Pugliese
- Credits: 6
- SSD: L-LIN/02
- Language: Italian
- Teaching Mode: In-person learning (entirely or partially)
- Campus: Bologna
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Corso:
Second cycle degree programme (LM) in
Italian Studies, European Literary Cultures, Linguistics (cod. 9220)
Also valid for Second cycle degree programme (LM) in Italian Culture and Language for Foreigners (cod. 0983)
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
In this course, we will deal with some concepts that are central to teaching and learning languages, both on a theoretical and on a classroom practice level. These key concepts are constantly evolving: any thinking on education is indeed situated in a temporal and spatial context and, nowadays, the reflection concerning language teaching is faced with far-reaching phenomena such as geographical mobility, multilingualism, European language policies, evolution in multimedia technologies, etc.
Accordingly, 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 acquisition, interlanguage, language input, communicative competence, language skills, pragmatic meaning, etc.), in the light of recent knowledge in language sciences and psychology of learning, as well as of the elaboration of teaching methodologies. We will go deeply into the ‘intercultural dimension’, seen as a process that goes beyond the idea of knowing the culture related to a target language (a static approach), and which rather characterizes itself as an acquaintance with the discursive practices of a community (the language–culture relationship) as well as educational effects – on one’s own experience – of the relation to the cultural variety and diversity (dynamic approach).
With respect to 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. This part of the course will be also carried out in the Language teaching laboratory: teachers and experts of the field will be invited to give seminars. The schedule will be given at the beginning of the course (February 2018).
The course will take place in the 2nd semester (February-May 2018).
Readings/Bibliography
C. Andorno, A. Valentini, R. Grassi, Verso una nuova lingua. Capire l'acquisizione di L2, Torino, Utet Università, 2017, ch. 1 and 2, pp. 5-87 [82 pp.] ; ch. 7, pp. 255-298 [43 pp.].
A. Ciliberti, Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma, Carocci 2012, ch. 2 [pp.41-60]; ch.4-10 [ pp.77-204] ; ch.12, pp. 227-248 [ = pp. 167]
–C. Kramsch, “The Challenge of Globalization for the Teaching of Foreign Languages and Cultures”, in Electronic Journal of Foreign Language Teaching, 2014, n. 2, pp. 249–254 [5 pp.]
–L.C. de Oliveira, “Language Teaching in Multilingual Contexts”, in RBLA, Belo Horizonte, 2014, v. n. 2, p. 265-270 [5 pp.]
Teaching methods
Teaching will take place through lectures and workshops.
Assessment methods
Assessment methods are based on written and oral exams.
The written exam is formed by 10 open-answer questions: students will choose 5 questions in order to elaborate extended answers to 3 of them and short answers to the other 2.
The oral exam, which is linked to the results of the written part, will be completed with two or three more questions.
Teaching tools
power point, dvd, webpages
Office hours
See the website of Rosa Pugliese