Ateneo - UPO

The course introduces the main issues related to teaching Italian as a second language (L2) in school settings. It provides students with the theoretical and practical tools necessary to design and implement educational interventions aimed at inclusion and school and academic success. The course is taught in Italian and includes workshop-based activities.

Guide readings:a Favaro G. (2024), Parole al centro. Plurilinguismo e Italiano L2. Giunti Scuola Diadori P. (2019), Insegnare italiano L2, Le Monnier Università, cap. 1 + 3 capitoli a scelta Appunti e/o dispense fornite tramite la piattaforma DIR Additional readings (at least two papers) Il bilinguismo a scuola: Favaro G. (2018), Le lingue, le norme, le pratiche. Il contesto, i dati, i riferimenti della scuola multiculturale e plurilingue, Italiano LinguaDue 2/2018, pp. 1-41. Bettoni C. (2005), Il bilinguismo dei bambini immigrati, in B. Iori (a cura di), L’italiano e le altre lingue, Milano: Franco Angeli. Favaro G. (2016), L’italiano che include: la lingua per non essere stranieri, in Italiano LinguaDue 1/2016, pp. 1- 12. Favaro G. (2010), Una lingua “seconda e adottiva”. L’italiano delle seconde generazioni, in Italiano LiguaDue 1/2010, pp. 1-14. Favaro G. (2013), Il bilinguismo disegnato, in Italiano LinguaDue 1/2012, pp. 114-127. Sordella S., Andorno C. (2017), Esplorare le lingue in classe. Strumenti e risorse per un laboratorio di Eveil aux langues nella scuola primaria, in Italiano LinguaDue 2/2017, pp. 162-228. Sordella S. (2015), L’educazione plurilingue e gli atteggiamenti degli insegnanti, in Italiano LinguaDue 1/2015, pp. 60-110. Ziglio L., Arici M. (2018), “Compagni di viaggio”. Il dispositivo del tutoring in favore di studenti di origine straniera in condizione di fragilità, in Ricercazione 10/2, pp. 267-284. Pugliese R. (2017), Tradurre per la compagna di banco. Child language brokering e interazioni costruttive nella classe plurilingue, in L. Corrà (a cura di), Educazione linguistica in classi multietniche, Roma: Aracne. Interlingua Ferrari S. (2017). Interlingua come origine della differenziazione. In: (a cura di): Caon Fabio, Educazione Linguistica nella Classe ad Abilità Differenziate Plurilingue. p. 169-176, Torino:Loescher Editore Ferrari S. (2020), Un ponte tra la classe e il laboratorio di italiano L2, Italiano LinguaDue, numero 2, 2020 Pallotti G. (1998), La seconda lingua, Bompiani, cap. 2 Didattica per task Ferrari S., Nuzzo E. (in stampa), La didattica per task e l’insegnamento della grammatica, in Eva-Maria Hirzinger-Unterrainer (a cura di), Aufgabenorientierung im Italienischunterricht. Ein theoretischer Einblick mit praktischen Beispielen, Narr Francke Attempto Verlag. Ferrari S., Nuzzo E. (2011), Insegnare la grammatica italiana con i task, in L. Corrà, W. Paschetto (a cura di), La Grammatica a Scuola, Milano, Franco Angeli, pp. 284-295. Ferrari S., Nuzzo E (2010), Facilitare l’apprendimento della grammatica: dalla teoria della processabilità alla didattica per task, in F. Caon (a cura di), Facilitare l’apprendimento dell'italiano e delle lingue straniere, Torino: UTET, pp. 168-179. Nuzzo E., Whittle A. (2013), Insegnare la grammatica italiana ai bambini immigrati. Un esperimento sul focus on form nella classe multilingue, in Revista de Italianistica XXVI. Studiare in L2 Gabriele P., Ferrari S. (2021), Dalla ricerca alla didattica: percorsi per un’educazione linguistica inclusiva, in Mezzadri M., Daloisio M. (a cura di), Educazione Linguistica Inclusiva, edizioni SAIL. Pallotti G., Borghetti C., Ferrari S. (2019), Dalla riflessione su oralità e scrittura alla redazione di testi scritti efficaci: uno studio sperimentale, in V. Carbonara, L. Cosenza, P. Masillo, L. Salvati, A. Scibetta (a cura di), Il parlato e lo scritto: aspetti teorici e didattici, Pisa: Pacini editore, pp. 91-104 Ferrari S., Pallotti G. (2005), Favorire lo studio delle discipline scolastiche da parte di alunni con limitate competenze in Italiano, in B. Iori (a cura di), L’Italiano e le altre lingue. Apprendimento della seconda lingua e bilinguismo dei bambini e dei ragazzi immigrati, pp. 49-64, Milano, Franco Angeli, Ferrari S. (2003), Comprensione e Lettura in L2: uno studio sperimentale sugli effetti della modificazione testuale, in R. Grassi, A. Valentini, R. Bozzone Costa (a cura di), L'italiano per lo studio nella scuola plurilingue: tra semplificazione e facilitazione, pp. 85-110, Perugia, Guerra Edizioni. Pragmatica Ferrari S. (2016), Oggi facciamo pragmatica: un percorso di formazione e ricerca-azione nella scuola primaria, in Italiano LinguaDueITALIANO vol. 8/2020, pp. 270-280 Ferrari S. (2019), Usare le parole per gestire situazioni di conflitto alla scuola primaria, in E-journALL 6 (1), pp. 56-73 Ferrari S., Zanini R. (2019), La pragmatica alla scuola primaria: tra ricerca e insegnamento, in E. Nuzzo, I. Vedder (a cura di), Lingua in contesto, la prospettiva pragmatica, collana Studi Aitla, Milano: Officinaventuno, pp. 185-198 Ferrari S. (2019), Riflettere sulla (s)cortesia nella scuola primaria. Un percorso di formazione e sperimentazione educativa dedicato alla pragmatica linguistica, mediAzioni 24, in Dossier “La scortesia linguistica: tra teoria, didattica e traduzione”, pp. 1-26 Adultii Borri A., Insegnare Italiano L2 ad apprendenti analfabeti: contesto e indicazioni didattiche, in ILSA Borri A., Masiero G. (2017), I.D.E.A: Interazioni Dialogiche e affini. Una proposta di didattica ludica in classi eterogenee di adulti, in Italiano LinguaDue 2/2017, pp. 506-532.

The course aims to provide students with a theoretical and practical foundation in the teaching of Italian as a second language (L2), with particular attention to language acquisition processes, syllabus design, and competence assessment in L2 learning contexts. The course fosters both practical and reflective skills for a conscious and inclusive teaching practice, in line with the needs of plurilingual and pluricultural learners. More specifically, the course promotes: Knowledge and understanding: acquiring knowledge needed to design and implement inclusive educational interventions for plurilingual students; planning Italian L2 courses in schools; analysing linguistic needs and educational contexts; evaluating the effectiveness of interventions and experimenting with innovative teaching practices, including action research. Applying knowledge and understanding: developing the ability to analyse learning contexts and linguistic needs, select and apply appropriate teaching methodologies, and plan and deliver Italian L2 lessons, including in workshop-based formats. Making judgements: developing critical thinking skills to analyse educational materials and assess the coherence of teaching interventions with specific contexts and learning goals. Communication skills: clearly and logically presenting acquired concepts, using appropriate language and showing autonomy in discussion and argumentation. Learning skills: independently designing Italian L2 courses, planning individual lessons, and deepening specific topics through critical reading of scholarly literature and research materials.

It is advisable to have previously taken at least one course in General Linguistics or Modern Language Didactics. Students with gaps in these areas will be provided with supplementary materials on the DIR platform.

The course includes lectures, group activities, simulations, case study analysis, and workshops in lesson planning, supported by the DIR platform. Teaching activities are designed according to inclusive principles and gender equality, aiming to encourage the active participation of all students, while respecting diversity in gender, language background, and learning styles.

All students, both attending and non-attending, are encouraged to register for the course on the DIR platform. Updated information regarding the calendar, materials, and exam modalities is available on the course page in DIR.

Students may choose between two different exam formats: Traditional exam A short essay analysing in detail specific materials or teaching projects related to Italian L2 instruction. Experimental exam Participation in the educational and action research project “La lingua in azione”, carried out in collaboration with local schools. Students will have the opportunity to apply course content by designing and implementing Italian L2 teaching or assessment activities. The final exam will consist of a report on the educational experiment (30% of the grade) and a presentation of the experience in a seminar or a written essay (70% of the grade). In both cases, assessment will be based on theoretical knowledge and understanding, practical application of content, critical analysis, clarity of expression, and appropriate use of disciplinary language. An excellent exam will demonstrate a comprehensive understanding of the course topics, strong analytical and synthetic skills, and clear and effective communication. A satisfactory exam will show mostly mechanical or memorised knowledge, correct but not always precise language use, and partial ability to analyse and rework content. An unsatisfactory exam will show significant gaps in knowledge, inappropriate language use, lack of contextualisation, and difficulty navigating course content. Detailed information for both exam formats is available on DIR. The exams are designed to be as inclusive as possible. Students with special educational needs are invited to contact the instructor to agree on appropriate assessment modalities.

The course addresses the teaching of Italian as a second language in school contexts. It provides both theoretical and practical tools to design and implement educational interventions aimed at inclusion and personal and academic success. Students will explore the legal framework on the inclusion of plurilingual learners in the Italian school system, deepen their understanding of L2 teaching, and develop skills for linguistic needs analysis, intercultural planning, and implementation of educational practices. The course is organised to allow students to build knowledge and competences through the analysis of real projects and ongoing educational experiences. Modules include: - Bilingualism and plurilingualism in migratory contexts - Teaching Italian L2 in schools - Analysis of linguistic needs - Assessment of language competences - From policy to practice: operational models - Learning Italian for academic success - Language and content integrated teaching - Developing action research projects

At the end of the course, students will be able to: Knowledge and understanding: Demonstrate knowledge of the main theories of second language acquisition and the teaching approaches applicable to Italian as a second language (L2); Understand the regulatory and pedagogical framework concerning the linguistic inclusion of plurilingual learners in school settings. Applying knowledge and understanding: Design Italian L2 learning pathways and plan lessons and activities consistent with learners’ linguistic needs and educational goals; Select and adapt teaching materials and tools, also in workshop-based contexts; Assess learners’ linguistic competences and reflect on the effectiveness of educational interventions. Making judgements: Critically analyse teaching materials, educational projects and school-based interventions; Evaluate the coherence between context, learners’ needs, methodological approaches and educational aims. Communication skills: Express theoretical and practical concepts clearly and coherently, using specialist terminology appropriate to the field of Italian L2 instruction; Communicate effectively in educational and academic contexts. Learning skills: Independently explore specific topics through critical reading of academic and professional texts; Develop action-research projects in the field of teaching Italian as a second language.