B1654 - Language Teaching Technologies (1) (LM)

Learning outcomes

By the end of the course, students will know the theoretical bases and the methodologies of second/foreign language learning in relation to teaching multimedia technologies and the intercultural communication: social media, learning corpora and digital tools dedicated to language teaching support learners in wider exposure to the target language and culture. On the practical level, students will be able to apply some crucial components of the technology-driven language teaching: needs analysis, definition of language aims, language syllabus design, elaboration and implementation of a language teaching unit with the support of digital educational tools

Course contents

During the course, an overview will be presented of some key concepts of modern language didactics (acquisition processes, language teaching methods and techniques, intercultural dimension of language teaching) in relation to language education technologies.
In particular, focus will be placed on the following topics. Use of corpora in the context of language teaching and learning. Structures and uses of language MOOCs (Massive Open Online Courses). Use of MALL (Mobile Assisted Language Learning) technologies. Use of social networks in the language teaching and learning context. Use of augmented reality and playful contexts for language learning. Introduction to language testing technologies.

Readings/Bibliography

1_Yahis Martari, 2023, METODO GLOTTODIDATTICO E NUOVI CONTESTI TECNOLOGICI. NOTE TEORICHE E PERCEZIONE DI UN CAMPIONE DI INSEGNANTI DI LINGUE [https://cris.unibo.it/handle/11585/950896], «ITALIANO LINGUADUE», 2023, 15, pp. 239 - 266

2_Steven L. Thorne, Stephen May (Ed.), 2017, Language, Education and Technology, Cham, Springer, CHAPTERS:

•Karin Tusting, Ecologies of Digital Literacies: Implications for Education,
•Ron Darvin, Language, Ideology, and Critical Digital Literacy
•Carey Jewitt, Multimodal Discourses Across the Curriculum
•Tamara Tate and Mark Warschauer, The Digital Divide in Language and Literacy Education
•Robert Blake, Distance Education for Second and Foreign Language Learning
•Alex Boulton, Data-Driven Learning and Language Pedagogy
•Mathias Schulze, Complexity Approaches to Computer-Assisted Language Learning
•Hayo Reinders , Digital Games and Second Language Learning
•Dongping Zheng and Kristi Newgarden, Dialogicality, Ecology, and Learning in Online Game Worlds
•Randall Sadler, Virtual Worlds and Language Education
•Jonathon Reinhardt, Social Networking Sites and Language Education
•Sylviane Granger, Learner Corpora in Foreign Language Education

3_Carol A. Chapelle, Shannon Sauro (Ed.), 2017, The Handbook of Technology and Second Language Teaching and Learning, Oxford, UK¸ Hoboken, NJ: Wiley-Blackwell, CHAPTERS:

•Sue E. K. Otto, From Past to Present: A Hundred Years of Technology for L2 Learning
•Shannon Sauro and Carol A. Chapelle, Toward Langua‐technocultural Competence

Students who do not attend the lectures will read also:

4_Diana Peppoloni, 2021, Per una didattica digitale delle lingue, Milano, Mondadori

 

 

Teaching methods

The course includes extensive student involvement, which will be achieved through two alternative and coexisting methodologies compared to the lecturer's frontal lecture: 1) the laboratory methodology and 2) the seminar methodology.

Wooclap (https://app.wooclap.com/) will be used to have the ConcepTests (a short conceptual question designed to test students learning) answered during the lesson.

Assessment methods

GOALS.
The exam consists of an oral examination aimed at evaluating students’ knowledge related to the books listed in bibliography:

• theories and working practices knowledge, in the field of second language acquisition and second language teaching;

• critical approach to topics listed in the program.

CRITERIA.
The score of the oral examination is determined as follows:

- the student's ability to respond appropriately to the question;

- the ability to explain briefly and clearly;

- the ability to explain with respect to the specific SLA vocabulary.

EVALUATION RANGE.
Maximum score (27-30L): full knowledge of the topics listed in the program, and a precise and appropriate language in explaining.

Medium score (23-26): good knowledge of the topics listed in the program with some inaccuracy in the language or oversimplifications in explaining.

Low score (18-22): uncertain knowledge of the topics listed in the program with some incongruities in the language and oversimplifications or mistakes in explaining.

Participation in the seminar and workshop activities offered during class is also positively evaluated for students who attend.

Teaching tools

PowerPoint and Wooclap, online tools.

Office hours

See the website of Yahis Martari