06490 - Foreign Language Teaching

Learning outcomes

At the end of the course, students will be able to describe the fundamental stages of the second language (L2) learning process; to identify factors that promote L2 learning; to know the main theories and descriptive models of language; to describe the pedagogical models in L2 teaching and their specific methods and techniques; to know some of the most relevant technological resources for language teaching, both for ‘face-to-face and ‘distance' teaching.

Course contents

The course aims to provide future language teachers with the theoretical knowledge and pedagogical skills required to understand the processes and variables that shape the learning and teaching of modern languages.

The course is organised into three parts.

The first part introduces the fundamental concepts underlying the study of language learning (e.g., acquisition, learning, L1, L2, L3, interlanguage, input, output, etc.). It examines the major theories of language learning before focusing on selected theories of second language acquisition that, among the many factors involved in learning a language, emphasise the importance of both micro-social factors (such as the quality of linguistic input, interaction, and communicative dynamics) and macro-social factors (including the relationship between language learning and identity, plurilingual language use, and social participation).

The second part equips students with the conceptual tools needed to understand the origins and evolution of the major language teaching methodologies, highlighting their theoretical foundations, strengths, and limitations in order to foster a critical perspective on contemporary language teaching practices. It also examines the key components of the language teaching process, including learners' communicative needs analysis, the formulation of learning objectives, curriculum and syllabus design, teaching activities and techniques, instructional practices, and the role of classroom interaction. Particular attention is also devoted to the opportunities and challenges that the growing use of artificial intelligence presents for language teachers and to its implications for instructional design.

The third part encourages critical reflection on the broader educational aims of language learning and teaching by exploring the international debate on plurilingualism (with particular attention to the pedagogical implications of linguistic diversity) and on intercultural language education (including the relationship between language and culture and the concept of intercultural communicative competence).

Readings/Bibliography

Pallotti, G. (1998), La seconda lingua, Milano: Bompiani. [Capitoli 1, 2, 3, 4 e 5] (available here)

Nuzzo, E. & Grassi, R. (2016), Input, output e interazione nell’insegnamento delle lingue, Torino: Bonacci-Loescher. [Capitoli 2, 3 e 4] (available here)

Balboni, P. E. (2019), Le sfide di Babele: Insegnare le lingue nelle società complesse. Quarta edizione, Torino: UTET. [Capitoli 2, 7, 8 e 9] (available online for users with an @unibo account HERE)

Borghetti, C. (2022). Quale (e quanta) cultura? Riflessioni sull’educazione linguistica interculturale. Studi di Glottodidattica, 8(2), 11-25. (available online: https://doi.org/10.15162/1970-1861/1529)

Pegrum, M. (2026). From revolution to evolution: What generative AI really means for language learning. Language Teaching, 59(2), 180–196. (available online: https://doi.org/10.1017/S0261444825000151)

Further readings (optional)

Council of Europe (2020), Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Strasbourg: Council of Europe Publishing. Available HERE 

GISCEL (1975) “Dieci tesi per l'educazione linguistica democratica”. Available HERE  

Masini, F. & Grandi, N. (a cura di) (2017), Tutto ciò che hai sempre voluto sapere sul linguaggio e sulle lingue, Roma/Bologna: Caissa Italia.

Teaching methods

Lectures and practical activities, including the analysis of video-recorded language lessons, in-class presentations on small-scale independent research projects, and the analysis of language teaching materials.

Assessment methods

The assessment consists of an in-class written examination designed to evaluate students' knowledge and understanding of the theoretical and practical aspects of modern language teaching.

The examination is divided into two sections. The first section consists of 10 multiple-choice questions. The second section consists of two open-ended questions requiring argumentation and critical reflection. Students are required to answer one of the two questions by writing a response of 200–300 words.

The time allowed for the examination is 60 minutes.

Each correct answer to a multiple-choice question is worth 1 mark. Incorrect or unanswered questions receive 0 marks. The maximum score for the open-ended question is 10 marks. Responses are assessed on the depth of knowledge demonstrated, the quality of the argumentation, and the accuracy and appropriateness of the terminology used.

Additional information and materials to support examination preparation (e.g., the rubric used to assess the open-ended question, the conversion table from examination scores to final grades, and examples of assessed responses) will be provided and discussed during the course and subsequently made available on the University's Virtuale learning platform.

The use of AI is prohibited in all assessment activities. Any use of AI constitutes a violation of academic integrity.

Teaching tools

In addition to the texts listed in the bibliography, which constitute the primary resources for independent study and for further exploration of the topics covered in class, PowerPoint presentations, videos, and other learning materials will be made available on the University's Virtuale learning platform to support students' study.

Students with SLDs or temporary or permanent disabilities: we suggest that you contact the relevant university office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en) and your teacher immediately to work together to find the most effective strategies for attending classes and/or preparing for exams.

Any requests for exam accommodations must be made at least 15 days before the date of the exam, by sending an email to the teacher and copying (Cc) the email address disabilita@unibo.it (in case of disability) or dsa@unibo.it (for students with Specific Learning Difficulties).

Office hours

See the website of Zuzana Toth