29879 - Teaching of Modern Languages (LM)

Course contents

The course aims to provide students with the theoretical knowledge and conceptual tools needed to understand the processes involved in second language acquisition (SLA) and teaching, by establishing links between findings from SLA research and language pedagogy. The first part of the course examines the main theoretical perspectives on language acquisition, with particular attention to the cognitive, psychological, social, and interactional factors that influence the development of linguistic competence. Topics include the role of input, output, and interaction; the influence of age, first language, and individual differences; and the social dynamics that shape language learning in multilingual settings. The second part of the course focuses on the pedagogical implications of research on second language acquisition. It addresses the fundamental principles of language pedagogy, including learners' needs analysis, learning objective formulation, curriculum and syllabus design, the selection of teaching activities and techniques, classroom interaction, and approaches to language assessment. Overall, the course aims to develop students’ ability to critically interpret research findings and to translate them into informed pedagogical decisions that are appropriate to a range of language teaching and learning contexts.

Readings/Bibliography

• Della Putta, P. & Ghia, E. (2025). La focalizzazione sulla forma nell’apprendimento e nell’insegnamento delle lingue straniere. Aspetti linguistici, psicolinguistici e glottodidattici. Venezia: Edizioni Ca’ Foscari. [140 pp.].
• Ellis, R. (2015). Understanding second language acquisition. Second edition. Oxford: Oxford University Press. [Chapters 1, 2, 3, 4, 6, 9 e 12] [176 pp.].
• Chini, M. & Bosisio, C. (2014). Fondamenti di glottodidattica. Apprendere e insegnare le lingue oggi. Roma: Carocci. [Chapters 4 e 5] [107 pp.].

N.B. Students are required to study the slides projected in class (slides can be downloaded from Virtuale).

Additional (optional) readings

Consiglio d’Europa (2002 [2001]). Quadro Comune Europeo di Riferimento per le Lingue: apprendimento, insegnamento, valutazione. Firenze: La Nuova Italia. The English version is available HERE.

Consiglio d’Europa (2020). Quadro Comune Europeo di Riferimento per le Lingue: apprendimento, insegnamento, valutazione – Volume complementare. Strasburgo: Consiglio d’Europa. Available HERE.

Teaching methods

Teaching will take place through lectures and workshops (analysis of video-recorded language classes, students’ reports on small research projects, analysis of textbooks).

Assessment methods

The assessment consists of an oral examination designed to evaluate students’ knowledge and understanding of the theoretical and pedagogical aspects of second and foreign language acquisition and teaching.

Assessment criteria:

• Extent of knowledge concerning content;
• Clarity of exposition;
• Skills of synthesis and argumentation;
• Terminological appropriateness;
• Degree of autonomy in analysing phenomena related to language learning and teaching.

Teaching tools

Different sets of slides will be projected during each class; students can download them weekly form Virtuale. Workshops entail the use of additional tools, including printed handouts (grids for analysis, surveys, etc.), web sites, and web resources for language teaching.

Students with SLDs or temporary or permanent disabilities
We suggest that you contact the relevant university office and your professor 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 lecturer and copying (cc) the email address disabilita@unibo.it (in case of disability) or dsa@unibo.it (for students with Specific Learning Difficulties).

Note on the Use of Artificial Intelligence (AI)
AI tools may be used to support independent study by providing explanations, summaries, and opportunities for self-assessment. However, the use of AI during assessment is strictly prohibited; any such use constitutes a breach of academic integrity.

Office hours

See the website of Claudia Borghetti