Ateneo - UPO

The course explores the main theories that describe the learning of a second language and the teaching methodologies that most influence language teaching and learning practices.

Teaching resources on DIR.

Basic readings:
Nuzzo E., Grassi R. (2016), Input, output e interazione nell’insegnamento delle lingue, Torino, Bonacci-Loescher.
Willis D., Willis J. (2007), Doing task-based teaching, Oxford Handbooks for Language Teaching, Oxford, Oxford University Press, capitoli 1, 2, 3, 6, 10.

Two readings amongst the following:
Bardovi-Harlig K. (2012), “Pragmatics in second language acquisition”, in S. Gass, A. Mackey (eds), The Routledge Handbook of Second Language Acquisition, London/New York: Routledge, pp. 147-162.
Ishihara N. (2014), “Adapting textbooks for teaching pragmatics”, in N. Ishihara & A.D. Cohen, Teaching and Learning Pragmatics. Where language and culture meet, London, Longman Applied Linguistics, Routledge, pp. 145-166.
Ferrari S., Nuzzo E., Zanoni G. (2016), “Sviluppare le competenze pragmatiche in L2 in rete: problemi teorici e soluzioni pratiche nella progettazione dell’ambiente multimediale LIRA”, in C. Cervini (a cura di), Interdisciplinarietà e apprendimento linguistico nei nuovi contesti formative. L’apprendente di lingue tra tradizione e innovazione, Bologna, Quaderni del CeSLiC, http://amsacta.unibo.it/5069/
Siegel J. (2016), “Pragmatic Activities for the Speaking Classroom”, English Teaching Forum, pp. 12-19.
Hilliard H. (2017), “Twelve activities for teaching the pragmatics of complaining to L2 learners”, English Teaching Forum, pp. 2-13.
Félix-Brasdefer J.C. & Mugford G., (2017), “(Im)politeness: Learning and Teaching”, in J. Culpeper, M. Haugh, D.Z. Kàdàr (eds.), The Palgrave Handbook of Linguistic (Im)politeness, pp. 489-516.
Glaser K. (2018), “Enhancing the role of pragmatics in English teacher training”, Glottodidactica XLV/2, pp. 119-131.
Schauer G. (2022), "Intercultural Competence and Pragmatics in the L2 Classroom", T. McConachy, A.J. Liddicoat, Teaching and Learning Second Language Pragmatics for Intercultural Understanding, New York/London, Routledge, pp. 173-198.
Martinez Flor a., Sanchez-Hernandez A., Baron J. (2023), L2 Pragmatics in action, Amsterdam, John Benjamins Publishing.
Roever C. (2022), Teaching and testing second language pragmatics and interaction. New York/London, Routledge.

Further readings:
Consiglio d’Europa (2002 [2001]), Quadro Comune Europeo di Riferimento per le Lingue: apprendimento, insegnamento, valutazione, Firenze, La Nuova Italia.
Council of Europe (2017), Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors, Strasbourg, Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
GISCEL (1975), Dieci tesi per l'educazione linguistica democratica (https://giscel.it/dieci-tesi-per-leducazione-linguistica-democratica/), o in alternativa GISCEL (a cura di), Educazione Linguistica Democratica, A trent’anni dalle dieci tesi, Milano, Franco Angeli.
Spinelli, B. & Parizzi, F. (2010), Profilo della lingua italiana: livelli di riferimento del QCER A1, A2, B1, B2, Milano, La Nuova Italia.

Knowledge and understanding: Acquisition of basic theoretical knowledge in second language acquisition and language teaching.

Ability to apply knowledge and understanding: Acquisition of the ability to act with awareness in the teaching environment, analyze teaching materials in detail, design educational interventions, make effective language teaching choices, define educational experiments and research-actions, orient oneself in specialist readings.

Expression of judgements: Acquisition of the ability to analyze teaching materials, critically discussing their possibility of use in reference to a specific teaching context; presentation skills and critical discussion of educational research.

Communication skills: Ability to explain theoretical issues in an orderly and clear manner, development of an appropriate vocabulary.

Study skills: Ability to undertake, thanks to the tools and methodologies acquired, personal in-depth studies on the main topics of the current scientific and educational debate.

Basic knowledge of language teaching and second language acquisition theories. At least a previous course in Didactics of Modern Languages

Lectures, group activities, simulations, case studies, online collaborative teaching (DIR).

Students who have not taken previous courses in Didactics of Modern Languages are invited to contact the teacher.
Attending and non-attending students are invited to register on the DIR platform.

Oral and written exam. The written test (60% of the final grade) aims to evaluate the acquisition of the theoretical contents of the course and the ability to link theoretical notions to a specific teaching context. The written test is structured in two parts. The first consists in a short essay and aims to evaluate the acquisition of the main theorethical contents of the course (60% of the overall mark), the second is dedicated to the planning of a TBLT teaching unit and detects the ability to apply theoretical knowledge to practice. Students are invited to consult the teaching when choosing the assignments topics, following the detailed indications reported on DIR. The oral test consists of a short 20 minutes interview dedicated to the discussion of the written test.
The evaluation is based on the quality of knowledge and understanding of the theoretical concepts, the ability to apply that knowledge in practice. A test that demonstrates an organic vision of the topics covered, articulated skills of analysis and synthesis, excellent expressive capacity, excellent ability to analyze and re-elaborate the topics covered will therefore be evaluated as excellent. A test that demonstrates: a mostly mechanical and/or mnemonic knowledge of the subject, correct but not always appropriate language, partial ability to analyze and re-elaborate the topics covered will be evaluated as fair. A test demonstrating important training gaps, inappropriate language, inability to contextualize, lack of orientation within the program will be evaluated as insufficient.

The course explores the main theories that describe the learning of a second language and the teaching methodolog that most influence language teaching and learning practices. In particular, we will examine the link between acquisitional linguistics, teaching and testing, the relationship between grammar and pragmatics, the role of input, output and interaction in language teaching, the task as a common tool between acquisition, testing and teaching. Due to its laboratory nature, attendance is strongly recommended.
Teaching units:
- The interface between second language acquisition and teaching
- Input, output and interaction in second language learning
- task-based language teaching
- Teaching and interaction
- Pragmatics and grammar
- Language assessment and testing

Knowledge and understanding of the main educational implications offered by second language acquisition research; Ability to design teaching materials, evaluate skills, use educational technologies, with particular reference to TBLT; Ability to read and deepen aspects covered in the course and topics of interest in the current scientific and educational debate. Ability to explain the concepts and methodologies learned clearly and in appropriate language.