29879 - Teaching of Modern Languages (LM)

Course contents

The course is organised into three units. The first provides fundamental knowledge necessary for future teachers of modern languages; the second offers an in-depth exploration of grammar and writing instruction; the third focuses on the main theoretical and pedagogical perspectives on linguistic diversity.

Unit 1 (the first 10 classes) explores the main theoretical and methodological aspects of language learning and teaching. It examines the processes involved in first language (L1) acquisition and second or third language (L2/L3) learning, highlighting the relationship between these different learning trajectories. Particular attention is paid to the pedagogical implications of theoretical developments in the field (e.g. the evolution of theories of language learning and the teaching methods and approaches that originate from these theories). The module also addresses the following topics: the object of language learning, namely language as a system and communicative language competence; the relationship between language and culture and the concept of intercultural communicative competence; and the challenges and opportunities associated with linguistic diversity. Throughout the module, considerable attention is dedicated to practical competences required for planning and managing language teaching, including course design, learners’ needs analysis, the development of learning activities, and related issues.

Unit 2 (the following 5 classes) provides an in-depth exploration of the role language awareness in teaching and learning languages and focuses on topics such as the role of noticing, the role of input and output, inductive and deductive approaches to grammar instruction, and the analysis of task-based teaching sequences. The module also examines writing, including cognitive models of the writing process, text assessment, similarities and differences between writing in L1 and L2/L3, and recent research on the use of artificial intelligence in writing instruction.

Unit 3 (the final 8 classes) is devoted to linguistic diversity and pluralistic approaches to languages and cultures. The main topics covered include the concepts of plurilingualism and multilingualism; the principal explanatory models of multilingual competence; plurilingualism in educational contexts; pluralistic approaches to languages and cultures; translanguaging, understood both as a theory of language and as a pedagogical approach; and the analysis of selected educational interventions implemented within the framework of pluralistic approaches or translanguaging.

Students following the 6 ECTS programme complete Units 1 and 2. Students following the 9 ECTS programme complete all three units.

Readings/Bibliography

The following texts are mandatory and form the core reading list:

A. Ciliberti. 2012. Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma, Carocci. (11^a reprint 2022).

E.M. Duso. 2023. Quale grammatica per apprendere l’italiano L2. Proposte didattiche per giovani e adulti. Roma, Carocci. Chapters 3 and 5 only.

V. Carbonara, A. Scibetta. 2020. Imparare attraverso le lingue. Il translanguaging come pratica didattica. Roma, Carocci. Chapters 1 and 3 only.

S. Sordella, C. Andorno. 2017. Esplorare le lingue in classe. Strumenti e risorse per un laboratorio d’éveil aux langues nella scuola primaria. Italiano LinguaDue (2), 162-228.

L. Selinker. 1972. Interlanguage. International Review of Applied Linguistics 10(2). 209– 231.

In addition, the following supplementary readings are recommended:

J. Williams. 2012. The potential role(s) of writing in second language development. Journal of Second Language Writing, Volume 21, 321-331.

L. Shiming, P. Crosthwaite. 2024. The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback, System, Volume 127, https://doi.org/10.1016/j.system.2024.103529 .

Other texts (for consultation and/or further study) that are not mandatory for the written examination will be provided during the course.

Students who prefer bibliographic references in languages other than English are encouraged to contact the instructor for alternative reading materials.

Teaching methods

The course combines lectures with interactive activities, including the analysis of audio-visual sequences and teaching activities.

Assessment methods

The assessment consists of a written examination designed to evaluate students’ knowledge of the theoretical and practical aspects of modern language teaching.

For the 6 ECTS programme, the examination consists of two sections; for the 9 ECTS programme, it consists of three sections. The first two sections are common to both programmes and cover the topics addressed in the first two units.

The first section consists of 10 multiple-choice questions. The second section comprises three open-ended questions requiring an in-depth discussion of the topics covered. Students are required to answer two of the three questions, with each response being between 200 and 300 words in length.

The third section, which is only required for the 9 ECTS programme, comprises two open-ended questions requiring an in-depth discussion of the topics covered in the third unite. Students are required to answer one of the two questions, with the response being between 200 and 300 words in length.

The time allowed is 90 minutes for the completion of Sections I and II and 120 minutes for the completion of all three sections of the examination.

Each multiple-choice question is awarded 1 point for a correct answer and 0 points for an incorrect or unanswered question. The maximum score for each open-ended question is 10 points. Open-ended responses are assessed on the depth of the knowledge demonstrated, the quality of the argumentation, and the appropriateness and accuracy of the terminology used.Further information and materials to support examination preparation (e.g. the assessment rubric, the grade conversion table, and examples of assessed responses) will be provided during the course, discussed and analysed together with students, and subsequently made available on the Virtuale online learning platform.

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

Teaching tools

In addition to the texts listed in the bibliography, which constitute the primary resource 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 Virtuale online learning platform to support students' learning.

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