Ateneo - UPO

The course addresses the main theories related to second language acquisition and discusses the teaching methodologies that most influence language teaching practices. The course is delivered in Italian and includes workshop-based activities.

Students are expected to consult the resources available on the DIR platform and read the following texts: Larsen-Freeman D., Anderson M. (2011), Techniques and Principles in Language Teaching, 3a ed. Oxford, Oxford University Press (introduzione e 3 capitoli a scelta). Lighbown P.M., Spada N. (2013), How languages are learned, Oxford: Oxford University Press, capitoli 3 e 4, pp. 75-123. Ciliberti A. (2012), “L’organizzazione di un corso di lingua”, in A. Ciliberti, Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma, Carocci, pp. 155-172. Pallotti G. (1998/2000), “L’apprendimento scolastico della lingua seconda”, in G. Pallotti, La seconda lingua, Milano: Bompiani, pp. 273-339. Additional readings (select at least two of the following): Lightbown P., Spada N. (2006), Popular ideas about language learning revisited, in P. Lightbown, N. Spada, “How languages are learned”, Oxford, Oxford University Press, pp. 201-212 Pallotti G. (2020), La prospettiva dell’interlingua nella formazione degli insegnanti, in Sansò A. (a cura di), “Insegnare linguistica: basi epistemiologiche, metodi, applicazioni”. Milano: Officina21, pp. 193-206. Ferrari S. (2017), Interlingua come origine della differenziazione, in F. Caon (a cura di), “Educazione linguistica nella Classe ad Abilità Differenziate”, Torino, Bonacci/Loescher, pp. 169-176. Douglas D. (2010), Introduction: the rubber ruler, in D. Douglas, Understanding Language Testing. London/New York Routledge, pp. 1-17. Mariani L. (2014), Il Quadro Comune Europeo di Riferimento e la sua valenza formativa, in A. Arcuri & E. Mocciaro (a cura di), “Verso una didattica linguistica riflessiva. Percorsi di formazione iniziale per insegnanti di italiano lingua non materna”, Palermo, Università degli Studi. Mariani L.(2009), Il portfolio delle lingue a scuola: tra sfide e criticità, (In F. Gori (a cura di), “Il Portfolio Europeo delle Lingue nell’Università italiana: studenti e autonomia”, Atti dell’ELP Day (Università di Trieste, 5 ottobre 2007). Trieste: Edizioni Università di Trieste,. 2009, pp 15-24. Andorno C. (2018), “Adesso ti spiego che errore hai fatto”: identificare, descrivere e spiegare gli errori per l’intervento didattico, in R. Grassi (a cura di), “Il trattamento dell’errore nella classe di italiano L2: teorie e pratiche a confronto”, Collana C.I.S. nuova serie, Firenze, Franco Cesati Editore, pp. 15-33. Grassi R. (2018), Trattare il trattamento dell’errore: i come, quando e perché della correzione orale, in R. Grassi (a cura di), “Il trattamento dell’errore nella classe di italiano L2: teorie e pratiche a confronto”, Collana C.I.S. nuova serie, Firenze, Franco Cesati Editore, pp. 35-51. Reference 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. Students experiencing difficulties with English-language texts are encouraged to contact the instructor for alternative readings.

The course aims to provide students with a theoretical and practical foundation in language education, with particular focus on language acquisition processes, syllabus design, and assessment. It is intended to foster both operational and reflective skills in support of a conscious and informed teaching practice within educational settings. More specifically, the course introduces students to the core knowledge and professional practices of the language teacher, promoting the acquisition of the following: Knowledge and understanding: Acquisition of the fundamental principles of second language acquisition and language teaching methodology, with reference to the main approaches, methods, and techniques for language instruction. Applying knowledge and understanding: Ability to design a syllabus, select appropriate teaching materials, plan lessons that are consistent with learners’ needs and educational contexts, and apply suitable assessment strategies. Making judgements: Capacity to critically analyse teaching materials and assessment tools, evaluating their relevance and effectiveness with respect to specific teaching contexts. Communication skills: Ability to present acquired contents and concepts clearly, coherently, and with appropriate terminology, demonstrating confidence in the use of key notions in language education. Learning skills: Development of a reflective attitude towards teaching practices; ability to independently explore specific topics using the tools and methodologies acquired during the course.

Basic knowledge of general linguistics.

The course includes lectures, guided discussion of teaching cases, group work, analysis of authentic materials, and lesson planning simulations. The activities foster participatory learning through moments of both individual and collective reflection, also supported by the DIR platform. Particular attention is devoted to the practical dimension of the course: students will be guided in designing teaching units, selecting materials, planning assessments, and reflecting on their pedagogical choices. Collaborative activities, both in-person and online, are planned with the aim of developing professional competences and critical thinking regarding educational practices. All teaching activities are designed in accordance with the principles of inclusivity and gender equality, with attention to the linguistic and cultural background and learning styles of all students.

Both attending and non-attending students are invited to register for the course on the DIR platform. Updated information on the calendar, course materials, and examination formats is available on the DIR course page.

Students may choose between two exam formats: Traditional Exam A written exam in two parts: Part 1 (40%): a short essay assessing understanding of the main theoretical content; Part 2 (60%): creation of a teaching dossier, including analysis of a target learner's needs and design of a lesson based on given materials. To pass, both parts must receive at least a passing grade. Experimental Exam Participation in the innovative teaching project “Conversazioni in lingua”, involving collaboration with local schools. Students design and implement a 5-hour lesson sequence aimed at developing speaking skills. The exam consists of: documentation of the educational experience (30%); presentation of the experience in a dedicated seminar (50%); short essay reflecting on the experience (20%). In both formats, the final grade is based on the weighted average of the components, taking into account both theoretical knowledge and practical application. Excellent: demonstrates comprehensive understanding, analytical and synthetic skills, excellent expression, and critical reflection. Satisfactory: shows mainly mechanical/memorized knowledge, correct but not always appropriate language, and partial critical engagement. Insufficient: major conceptual gaps, inappropriate language, poor contextualization, and lack of orientation within the program. Detailed information on both formats is available on the DIR platform. Assessment procedures are designed to be as inclusive as possible. Students with special educational needs are invited to consult with the instructor to agree on appropriate exam arrangements.

The course explores key theories of second language learning, influential teaching methodologies, and strategies/tools for language assessment. Students are guided through the understanding of processes and variables influencing acquisition and evaluation, as foundational knowledge for effective didactic action. Theoretical discussions are supported by examples of best practices from various teaching contexts. Due to the workshop-based nature of the course, attendance is strongly recommended. Interested students may enhance their participation by joining the “Conversazioni in lingua” project, gaining professional experience through action research in collaboration with local schools. Course module: - How a language is learned: major acquisition theories; - From theory to practice: a historical overview of teaching techniques; - Key language teaching approaches; - How to plan a language course; - Essential tools: CEFR, Learner Profile, ELP - Feedback and error treatment - Assessment - Teaching technoiogies and generative IA

At the end of the course, students are expected to demonstrate: • Knowledge and understanding: Basic knowledge of second language acquisition and glottodidactics, including the main theoretical frameworks and principles underlying language teaching and learning. • Applying knowledge and understanding: Ability to apply theoretical knowledge to real educational contexts by designing syllabi and lesson plans, selecting appropriate teaching materials, and implementing context-sensitive teaching and assessment strategies. Making judgements: Ability to critically analyze and evaluate teaching and assessment materials, and to make informed decisions regarding their use in specific instructional contexts. Communication skills: Ability to clearly and effectively present acquired knowledge using appropriate academic language, and to express ideas in a structured and autonomous manner. Learning skills:: Ability to engage in autonomous, lifelong learning by exploring specific topics in depth using appropriate tools and methods acquired during the course.