75832 - Educational Linguistics

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education

Academic Year 2021/2022

Learning outcomes

The course aims to provide a deep knowledge of the most important theories and working practices in the field of second language acquisition and second language teaching. Attending the course, the student is able to describe the pedagogic models in L2 teaching and their specific techniques, and is able to plan teaching strategies and analyze learning varieties.

Course contents

The course focuses on foreign language teaching theories, with particular attention to Italian as a second language (L2).

The course will go over five main macro-topics:

  1. Educational linguistics: relationship with SLA; Language management; Role of first-language; Multilingualism and plurilingualism; QCER.
  2. Learning a second language: Spontaneous Acquisition and Formal Learning; Interlanguage and transfer; Linguistic autobiography; Related languages and distant languages; intercomprehension.
  3. Teaching a second language (texts and textuality): relationship between foreign language teaching and literature; relationship between foreign language teaching and new media.
  4. Second language grammar: language grammar (text, syntax, morphology, lexicon) and teachability hypothesis.
  5. Intercultural education and educational linguistics: classroom management; Linguistic prejudice and cultural prejudice in relation to teaching / learning.

Readings/Bibliography

Balboni P.E. (2018 or 2013), Fare educazione linguistica. Insegnare italiano, lingue straniere e classiche, II ed., UTET, Torino.
OR
Balboni P.E. (2020 or 2015), Le sfide di Babele. Insegnare le lingue nelle società complesse, IV ed., UTET, Torino.

Martari Y. (2019), Insegnare italiano L2 con i mass media, Carocci, Roma.

Serra Borneto C. (a cura di), (2017), C'era una volta il metodo. Tendenze attuali della didattica delle lingue straniere, Carocci, Roma, pp. 17-36.

Non attending students will also read:

Martari Y. (2017), L'acquisizione dell'italiano da parte di sinofoni. Un contributo alla linguistica educativa, Pàtron, Bologna.

Diadori P., Palermo M., Troncarelli D. (2015), Insegnare l’italiano come seconda lingua, Carocci, Roma, chapters 2,8,9,11.


Teaching methods

In each of the weeks, two traditional lectures (Monday and Thursday) and a workshop (Friday) to work-out on the topics listed in the program.

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 5 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 Glottodidactics 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.

Teaching tools

PowerPoint and Prezi slides.

Office hours

See the website of Yahis Martari