29879 - Teaching of Modern Languages (LM) (A-L)

Course Unit Page

  • Teacher Rosa Pugliese

  • Credits 6

  • Teaching Mode Traditional lectures

  • Language Italian

  • Campus of Bologna

  • Degree Programme Second cycle degree programme (LM) in Italian Culture and Language for Foreigners (cod. 0983)

  • Teaching resources on Virtuale

  • Course Timetable from Feb 07, 2022 to Mar 09, 2022

SDGs

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

Quality education Reduced inequalities

Academic Year 2021/2022

Learning outcomes

By the end of the course, students will know the theoretical bases and the methodologies of second/foreign language learning and teaching; the historical background of the field and its current connection to the evolution of research on second language acquisition as well as to contemporary factors (ie.: multimedia technologies, multilingualism, the intercultural dimension in the everyday communication and the European language policies).

On the practical level, students will be able to apply the components of the teaching process (ie.: needs analysis, definition of language aims, language syllabus design, elaboration and implementation of a language teaching unit, etc.) to a range of different teaching/learning contexts.


Course contents

 

How do you learn a second language (L2)? How can language teachers help their students to learn a second language (L2)? In which ways does the teaching of L2 differ from the teaching of L1 (mother tongue language)? And what does it imply to teach it in the current era of globalization? …‘The teaching of modern languages’ as a field of studies has a relatively recent history, but, over the last few decades, several social and cultural changes have started shaping it in new ways. Not only are these ways radically distant from the initial structuralist view and practice of language and culture; they also are new with respect to the relevant innovation introduced by communicative approaches in the late ‘70s.The latest developments in the field deal with the multilingual turn induced by geographical mobility, together with the extreme linguistic diversity, the new forms of interaction, the evolution of multimedia technologies, the supranational educational policies, etc., that is with far-reaching phenomena and the consequent theoretical and practical perspectives related to them.

In this course, we will briefly overview the historical background of the discipline. On the basis of this overview, we will address core issues related to central notions (such as interlanguage, communicative competence, language skills, pragmatic meaning, “translanguaging”, etc.), in the light of recent knowledge in language sciences and psychology of learning, as well as of the elaboration of teaching methodologies. Among the various ways of seeing the ‘language learner’, the development of his/her communicative competence (with a particular attention to reading and writing skills), as well as classroom interaction and the best ways to enhance learning will be deeply examined. We will also mention the intercultrual dimension of language teaching and the educational effects – on one’s own experience – of the relation to the cultural variety and diversity (according to a dynamic approach).

As for the practical abilities of the future L2 teacher, we will discuss the main features which need to be considered when organizing a language course: needs analysis, definition of teaching aims, lesson planning, choice of resources and instruments, design of language communicative tasks, management of interaction in the language classroom, multiple language assessments.

The course will take place in the 2nd semester (February-May 2022).

 

Readings/Bibliography

The following texts are required reading for attending and non-attending students:

– Ciliberti, Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma, Carocci 2012

– Rod Ellis, Understanding Second Language Acquisition, 2nd° edition, Oxford University Press, 2015:cap. 7. Input and interaction: the cognitive-interaction perspective; cap. 8. Cognitive aspects of second language acquisition; cap 9. Social aspects of second language acquisition

– S.Kunitz, “Che cosa succede durante il lavoro di gruppo nelle classi di lingua straniera? Alcune risposte dall’Analisi della conversazione”, in Lend 4/2019, pp.8-17 [10 pagg.].

Foreing language teaching methods https://coerll.utexas.edu/methods/

– C. Kramsch, “The Challenge of Globalization for the Teaching of Foreign Languages and Cultures”, in Electronic Journal of Foreign Language Teaching, 2014, n. 2, pp. 249–254 [5 pagg.]

– L.C. de Oliveira, “Language Teaching in Multilingual Contexts”, in RBLA, Belo Horizonte, 2014, v. n. 2, pp. 265-270 [5 pagg.].

 

For consultation:

Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion Volume with New Descriptors, Strasbourg, Council of Europe (2017).

 

Preparatory reading (suggested):

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

Teaching methods

Teaching will be carried out through lectures and group work (mainly, analysis of videos, written and oral texts, activities in language classes; students’ reports).


Assessment methods

Learning will be assessed by means of an oral exam aimed at evaluating the students’ knowledge and competences about the theoretical as well as the practical issues related to learning and teaching a second language. The oral exam will be evaluated according to the following criteria: extent of knowledge concerning content; skills of synthesis and argumentation; lexical appropriateness; skill in explaining links between theoretical and practical aspects.

Teaching tools

power point, dvd,on line material.

Office hours

See the website of Rosa Pugliese