30921 - Teaching of the Italian Language L2 (LM) (A-L)

Course contents

The field of Learning and Teaching Italian as a Second Language (L2) is really heterogeneous, both concerning learners' individual characteristics (age, motivations, linguistic needs, linguistic biographies, etc.) and learning contexts (institutional, non-formal, informal; in Italy and abroad).
Connecting with the most important international and local researches in the field, the first part of the course will be devoted to the analysis of the interlanguage in Italian as a second language.

We will address both the processes related to the Italian L2 acquisition as a cognitive and sociocultural phenomenon (the theoretical bases), and the teaching models and tools aimed at the fostering learning in the class (the methodological bases).

In the first part of the course, we will introduce a number of studies in the field of second language acquisition, which have developed from the concept of interlanguage and aim at describing the phases and sequences through which the acquisition of language structures takes place, as these gradually appear during the individuals’ cognitive processing of L2 structures. In order to relate the above-mentioned theoretical concepts to concrete situations of spontaneous and guided learning (and in order to consider the difference due to learners’ age), we will analyse samples of interlanguage taken from both monologs and dialogues.

Readings/Bibliography

First part of the program:
-Pallotti, G. (1998), La seconda lingua, Milano, Bompiani. (Cap. 2: “L’interlingua”; Cap. 3: “Comunicare in una seconda lingua”; Cap. 4: “Input, interazione, socializzazione”. [pp. 21-189]
-Andorno, C. (2009), “Grammatica e acquisizione della L2”. In Italiano LinguaDue,1/2009. [pp. 1-15]. Cfr.: http://riviste.unimi.it/index.php/promoitals/article/view/45
-Pallotti, G. (2005), “Le ricadute didattiche delle ricerche sull’interlingua” in E. Jafrancesco (a cura di), L’acquisizione dell’italiano L2 da parte di immigrati adulti, Atene, Edilingua. [pp. 43-59]
-Nuzzo, E., Rastelli, S. (2009), “Didattica acquisizionale e cortesia linguistica in italiano L2”, in Cuadernos de Filología Italiana, 16/2009. [pp. 13-30] https://revistas.ucm.es/index.php/CFIT/article/viewFile/CFIT0909220013A/16396
-Lo Duca, G. (2008), “Costruire un sillabo di italiano L2: quali suggerimenti dalla linguistica acquisizionale?”, In Grassi, R., Bozzone Costa, R., Ghezzi, C. (a cura di), Dagli studi sulle sequenze di acquisizione alla classe di italiano L2, Perugia, Edizioni Guerra. [pp. 99-122]
-Lo Duca, G. (2007), “Quante e quali parole nell'insegnamento dell’italiano L2? Riflessioni in margine alla costruzione di un Sillabo”. In E. Pistolesi (a cura di), Lingua, scuola e società. I nuovi bisogni comunicativi nelle classi multiculturali, Trieste, Istituto Gramsci- Friuli Venezia Giulia. [pp. 135-150] http://www.gramsci-fvg.it/public/File/AttiLiScSo/loDuca.pdf
(number of pages: 253)

Second part of the program:

• A.Duranti (a cura di), Culture e discorso. Un lessico per le scienze umane, Meltemi, 2002; i seguenti capitoli [ = 18 pagg.]:

• E.Ochs,“Socializzazione”, pp. 339-344;
• C. Goodwin, “Partecipazione”, 245-50;
• J.W.Du Bois, “Grammatica”, pp.137-41;
• J.Sidnell, “Competenza/Competence”, pp. 63-67.

• S. Pekarek Doehler, “Approches interactionnistes de l’acquisition des langues étrangères : concepts, recherches, perspectives”, Acquisition et interaction en langue étrangère/AILE 12/2000, [pagg.15]: http://aile.revues.org/934
• E. Ochs e B. Schieffelin, “The theory of language socialisation”, in A. Duranti, E. Ochs, B. Schieffelin (eds.), The Handbook of language socialization, Malden, New Jersey, Wiley-Blackwell, 2012, pagg.1–22.
• G. Pallotti, “External appropriations as a participation strategy in intercultural multiparty interactions”, in A. Di Luzio, S.Guenthner, F. Orletti (eds.), Culture in Communication, 2001, Benjamins, Amsterdam, pp. 295-334 [39 pagg.].
• A.Ciliberti, R.Pugliese, L.Anderson, Le lingue in classe. Discorso, apprendimento, socializzazione, Roma, Carocci, 2003: i capp. 3 e 4 [ pagg. 57-92 ] e il cap 6 [pagg.109-120] [=46].
• R. Pugliese, “Tradurre per la compagna di banco: child language brokering e interazioni costruttive nella classe plurilingue”, in L.Corrà (a cura di), Educazione linguistica nell'Italia plurilingue, Atti dei workshop di Udine e Malta (2014), Roma, Aracne, 2017, pp. 63- 86 [23 pagg].
• O. Sert, P. Seedhouse, “Introduction: conversation analysis in applied linguistics”, in Novitas-Royal (Research on Youth and Language), 2011, 5(1), 1-14 [14 pagg.].
• A.Fasulo, H.Girardet, “Il dialogo nella situazione scolastica”, in C.Bazzanella (a cura di), Sul dialogo. Contesti e forme di interazione verbale, Milano, Guerini, 2002. p.59-72 [13 pagg].
• R. Young, “Second language acquisition as changing participation” in G.Bernini, L.Spreafico, A.Valentini (a cura di), Competenze lessicali e discorsive nell’acquisizione di lingue seconde, Perugia, Guerra Edizioni, 2008, pp. 407-436 [29 pagg.].

• P. Diadori P., M.Palerno, D.Troncarelli, Manuale di didattica dell’italiano L2, Guerra Edizioni, 2009: cap.9, “Progettazione e programmazione didattica”, pp.179-203 [24 pagg]; cap.10, “Modelli operativi”, pp.204-227 [23 pagg].[l’edizione del 2015 è pubblicata da Carocci, Roma, con il titolo: Insegnare l’italiano come seconda lingua].

Teaching methods

- Frontal and dialogic lessons. Students attending the course are expected to read the corresponding study material, which will be suggested in a detailed course outline ("dates, contents and readings"), on the first day of the course.

-Exercises in order to analyze (i.) different examples of interlanguage, taken from linguistic elicited or spontaneous productions; (ii.) various examples of natural interaction in the classroom (transcribed audio sequences), in order to identify some specific phenomena of the plurilingual classes and of the L2 socialization, together with the structural aspects of the interaction.

Office hours

See the website of Rosa Pugliese