04164 - Teaching of Modern Languages

Learning outcomes

The student knows the basic principles of teaching/learning foreign languages. He/she is able to use some teaching techniques and to monitor his/her own learning development. He/She is able to develop further higher level knowledge and skills in the specific subject area and to use them appropriately.

Course contents

The course addresses the fundamental principles of the acquisition and teaching of a non-native language. Students will reflect on the language learning process and, at the same time, develop skills in designing content for language teaching and for the assessment of language competences.

Some sessions will focus on current trends in European language policies and in language teaching practices in contemporary society. We will examine how the linguistic and cultural expertise of interpreters and translators can be enhanced and applied in teaching tasks related to second or foreign language teaching.

In summary, the topics covered will include:

• the coordinates of the discipline: language, learner, society, competences, multilingualism and plurilingualism;
• theoretical hypotheses on second language acquisition, such as environmentalist, mentalist and interactionist approaches;
• approaches and methods from a diachronic perspective: from the grammar-translation method to plural approaches and game-based language teaching;
• the design of exercises, tasks and scenarios with reference to syllabi and CEFR-CV levels;
• error analysis and types of feedback;
• learner-internal factors, such as age, motivation and learning style, and social factors, such as environment, context and input, that influence L2 learning;
• language assessment and testing, also with reference to the ethical aspects of assessment.

Readings/Bibliography

For a smooth progression of topics, it is suggested to study the essays in the order in which they are listed in the bibliography.
The material (slides, etc.) adopted in class is an integral part of the study programme and is available on the Virtual Platform. During the course, other bibliographical references will be made available, also in languages other than Italian, for personal further study.

References
-Villarini, A. (2021). Didattica delle lingue straniere. Bologna: Il Mulino. [cap. 1 – L’oggetto della disciplina, 3- Teorie dello sviluppo della competenza linguistico-comunicativa, 4- L’apprendimento di una lingua straniera, 5- I fattori che interagiscono nel processo di apprendimento].
-Balboni, P. (2023). Le “nuove” sfide di Babele. Insegnare le lingue nelle società “liquide”. Novara, UTET Università. [solo cap. 6 – La padronanza delle abilità].
-Ciliberti, A. (2012). Glottodidattica. Per una cultura dell'insegnamento linguistico. Roma: Carocci Editore. [solo cap. 12 - La verifica formale e la valutazione dell'apprendimento].
-Barni, M. (2023). Valutare le competenze nelle L2. Teorie, metodi, strumenti, politiche linguistiche. Roma: Carocci Editore. [solo cap. 3- La dimensione etica del language testing: le conseguenze della valutazione].

References for non-attending students
-Villarini, A. (2021). Didattica delle lingue straniere. Bologna: Il Mulino. [cap. 1, 3, 4, 5].
-Balboni, P. (2015). Le sfide di Babele. Insegnare le lingue nelle società complesse. Novara, UTET Università. [solo cap. 4 - Il regista dell'acquisizione linguistica: l'insegnante].
-Ciliberti, A. (2012). Glottodidattica. Per una cultura dell'insegnamento linguistico. Roma: Carocci Editore. [solo cap. 11 - Il controllo e il lavoro di riparazione e cap. 12 - La verifica formale e la valutazione dell'apprendimento].

Non-attending students are asked to read two further articles/essays of their choice, included in the following books:

BONVINO E., JAMET M.-C. (a cura di), 2016, Intercomprensione: lingue, processi e percorsi, Venezia, Edizioni Ca’ Foscari. https://edizionicafoscari.unive.it/it/edizioni4/collane/sail/

CERVINI C. (a cura di), 2016, Interdisciplinarità e apprendimento linguistico nei nuovi contesti formativi. L’apprendente di lingue tra tradizione e innovazione, numero monografico di Quaderni del CeSLiC, n. 4. http://amsacta.unibo.it/5069 .

DE MEO A. et al., (a cura di), 2015, Varietà dei contesti di apprendimento linguistico, Bergamo, AItLA http://www.aitla.it/archivio/24-pubblicazioni/studi-aitla/209-studi-aitla-1

NOVELLO A., 2014, La valutazione delle lingue straniere e seconde nella scuola. Dalla teoria alla pratica, Venezia, Edizioni Ca’ Foscari. Open access:https://edizionicafoscari.unive.it/it/edizioni/libri/978-88-97735-90-8/

Teaching methods

The course will alternate between theoretical input, approximately 65%, which is essential for becoming familiar with the discipline, and moments devoted to the analysis of case studies and the development of practical activities, approximately 35%. These may include, for example, designing exercises, analysing interlanguages, and assessing oral productions in Italian as an L2.

Assessment methods

Oral interview on the topics covered during the course and on the assigned readings. The oral interview will last approximately 30 minutes and will be aimed at assessing students’ ability to explore the contents in depth and to reflect critically on the course topics.

Assessment criteria:

• completeness and accuracy of the knowledge acquired;
• ability to argue, summarise and analyse;
• ability to reflect, including critically, on the contents learned;
• appropriate and relevant use of terminology during the presentation.

Marking:

30-30L: excellent command of the theoretical contents; excellent oral presentation, reflection and reasoning skills.
28-29: very good command of the theoretical contents; very good oral presentation, reflection and reasoning skills.
26-27: good command of the theoretical contents; good oral presentation, reflection and reasoning skills.
23-25: fair command of the theoretical contents; fair oral presentation, reflection and reasoning skills.
20-22: more than sufficient command of the theoretical contents, oral presentation skills, and reflection and reasoning skills.
18-19: basic but sufficient knowledge of the contents, with reasoning and reflection skills in need of improvement.

Students with specific learning difficulties (SpLD) or with disabilities that can affect their ability to attend courses are invited to contact the University service for students with disabilities and SLD at the earliest opportunity -- ideally before the start of the course: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students. The University service will suggest possible adjustments to the course work and/or exam, which must then be submitted to the course leader so they can assess their feasibility, in line with the learning objectives of the course. Please note that adjustments to the exam must be requested at least two weeks in advance.

If the number of students enrolled in the Modern Language Teaching course is very high and therefore not easily compatible with individual oral interviews, the lecturer reserves the right to modify the examination format. In that case, students will work in small groups of 3-4 to develop a teaching-oriented project work aimed at exploring some of the topics covered during the course, followed by a brief oral discussion. The examination format will be confirmed during the third week of the course.

During the oral interview, students will be asked whether they used AI systems to prepare for the exam. If so, they will be required to explain and critically discuss how they used them.

Teaching tools

Online platform such as Virtuale and Teams. PPTs and other kind of audio-video materials.

Office hours

See the website of Cristiana Cervini