85074 - Didactics of Modern Languages (1) (LM)

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 (i.e.: 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

Starting from the basic concepts of language learning and teaching (foreign language, mother tongue, learning/acquisition etc.), during the course some issues of educational and acquisitional linguistics will be discussed: Italian educational linguistics, error analysis, interlanguage etc.). We will then discuss the role of the learner in the language learning context (aptitude, motivation, cognitive style, social factors), the issue of language teacher training and the environments for language teaching, including the digital one.
Finally, the course will focus on some case studies concerning the acquisition of Italian as a second language by Arabic and Chinese students.

Readings/Bibliography

1) A. Villarini, Didattica delle lingue straniere, Il Mulino, Bologna, 2021.

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

3) One of the following volumes:

B. Garofolin, V. Trubnikova, Lingua e interazione. Insegnare la pragmatica a scuola, ETS, Perugia, 2021.

D. Peppoloni, Per una didattica digitale delle lingue. Istruzioni per l'uso, Mondandori Education, Milano, 2021.

C. Spaliviero, Educazione letteraria e didattica della letteratura, Ca' Foscari, Venezia, 2020.

Non-attending students also have to read:

R. Ellis, Understanding Second Language Acquisition, II edition, Oxford University Press, Oxford, 2015.

Teaching methods

Teaching will be carried out through lectures and group work.

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 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 SLA 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, online tools.

Office hours

See the website of Yahis Martari