C9076 - EDUCAZIONE LINGUISTICA INTERCULTURALE (LM)

Learning outcomes

At the end of the course, students are familiar with the theoretical and epistemological standpoints of intercultural language education, with particular attention to the relationship between language, culture, and identity, and to the international debate on notions such as ‘intercultural competence’ and ‘intercultural citizenship’. They understand and can critically assess the main theoretical perspectives which – though differing significantly from one another – highlight that teaching a new language involves valuing each learner’s plurilingual repertoire and fostering forms of intercultural learning. They are also able to analyse and interpret teaching processes in multilingual and multicultural contexts, as well as to explore educational (interactional and methodological) solutions that recognise and encourage all individual linguistic and cultural repertoires.

Course contents

The course explores the main theoretical and methodological foundations of intercultural language education, situating them within the broader framework of disciplines concerned with the relationships between language, culture, communication, and society. Following an overview of the perspectives that have shaped the development of the field and a critical reflection on the notions of ‘culture’, ‘identity’, ‘otherness’, and ‘social categorisation’, the course examines models of intercultural competence developed in the international literature and their impact on research and educational practice. Part of the course is devoted to the educational policies promoted by the Council of Europe, with particular reference to the Reference Framework of Competences for Democratic Culture (2018) and the role of language education in fostering democratic values. The second part of the course addresses the methodological principles that inform the design of learning pathways aimed at developing intercultural competence, examining teaching strategies, language classroom activities, and criteria for the critical analysis of teaching materials. Throughout the course, particular attention is paid to the relationship between theoretical reflection and educational practice through the discussion of examples, pedagogical models, and practical tools for designing teaching contexts that are responsive to linguistic and cultural diversity.

Readings/Bibliography

An (inter)disciplinary framework

• Borghetti, C. (2016). Educazione linguistica interculturale: Origini, modelli, sviluppi recenti. Roma/Bologna: Caissa Italia. [Parts I and III] [96 pp.].
• Aime, M. (2004). Eccessi di culture. Torino: Einaudi [133 pp.].
• McConachy, T. (2018). Developing intercultural perspectives on language use: Exploring pragmatics and culture in foreign language learning. Clevedon: Multilingual Matters. [Chapters 1, 2, 3 and 6] [96 pp.].

Educational policies

• Consiglio d’Europa (2021). Quadro di riferimento delle competenze per una cultura della democrazia. Volume 1: contesto, concetti e modello. Strasburgo: Consiglio d’Europa. [Chapters 2, 5, 6 e “Glossary of key terms” [33 pp.]

Methodological principles

• Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., Philippou, S. (2013). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing. [33 pp.]
• Byram, M., Golubeva, G., Hui, H. & Wagner, M. (2017). Introduction. In Byram, M., Golubeva, G., Hui, H. & Wagner, M. (Eds.), From principles to practice in education for intercultural citizenship. Bristol: Multilingual Matters, pp. xvii-xxxiii. [23 pp.]
• Corbett, J. (2010). Intercultural Language Activities. Cambridge: Cambridge University Press. [Chapters  2 and 13] [29 pp.]
• Borghetti, C. (2018). Otto criteri per analizzare la dimensione (inter)culturale dei manuali di lingua: il caso dell’italiano L2/LS. In Tabaku Sörman, E., Torresan, P., & Pauletto, F. (Eds.), Paese che vai, manuale che trovi. Firenze: Cesati, 81-100. [19 pp.].

N.B. Students are required to study the slides projected in class.

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.
• GISCEL (1975). Dieci tesi per l'educazione linguistica democratica. Available HERE.
• Ministero dell’Istruzione (2022). Orientamenti interculturali. Idee e proposte per l’integrazione di alunni e alunne provenienti da contesti migratori. Available HERE.

Teaching methods

Lectures and workshop-based activities (guided viewing of short videos, analysis of critical incidents and teaching materials, and in-class presentations based on small-scale independent research projects).

Assessment methods

The assessment consists of an oral examination aimed at evaluating the knowledge and competences students have developed in relation to the theoretical foundations, reference models, and methodological principles of intercultural language education, as well as their ability to critically analyse their implications for language teaching.

Assessment criteria:

• completeness and depth of the knowledge acquired;
• clarity of presentation;
• ability to synthesise and construct well-founded arguments;
• appropriate use of terminology;
• degree of autonomy in the critical analysis of theoretical models, educational policies, and methodological approaches to intercultural language education.

Teaching tools

During each lecture, a set of slides will be presented. Students will be able to download the slides weekly from the Virtuale platform. The workshop-based activities will make use of additional resources, including printed materials (e.g. analysis grids, questionnaires) and websites.

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