Ateneo - UPO

The course explores the principal theoretical models of Second Language Acquisition and Second Language Teaching and examines the methodologies that inform the design, implementation, and assessment of instructional interventions. Through a blended learning format combining face-to-face seminars with asynchronous online activities on the Moodle.DIR platform, students develop advanced competences in methodological analysis, curriculum and instructional design, and language assessment. They learn to make well-founded professional decisions based on research in Second Language Teaching, the analysis of empirical data, and the critical use of authentic materials.

Readings

Nuzzo E., Grassi R. (2016), Input, output e interazione nell'insegnamento delle lingue, Torino, Bonacci-Loescher.

Willis J. (1996), A framework for task-based learning, London, Longman.

Pragmatics (two readings)

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 formativi. 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. Kádár (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", in 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.

Testing

Bachman L., Damböck B. (2018), Language Assessment for Classroom Teachers, Oxford Handbooks for Language Teachers, Oxford, Oxford University Press.

McNamara T. (2000), Language Testing, Oxford Introductions to Language Study, Oxford, Oxford University Press.

Green A. (2014), Exploring Language Assessment and Testing: Language in Action, Routledge Introductions to Applied Linguistics, London/New York, Routledge.

Cheng L., Fox J. (2017), Assessment in the Language Classroom: Teachers Supporting Student Learning, Applied Linguistics for the Language Classroom, London, Palgrave Macmillan, cap. 4, "How Do We Develop a High-Quality Classroom Test?", pp. 102-138.

Douglas D. (2010), "Introduction: the rubber ruler", in D. Douglas, Understanding Language Testing, London/New York, Routledge, pp. 1-17.

Roever C. (2022), Teaching and testing second language pragmatics and interaction, New York/London, Routledge.

Organisation of teaching activities
The course carries 6 ECTS credits, corresponding to a total student workload of 150 hours, comprising 30 hours of structured learning activities (1.2 ECTS) and 120 hours of independent study (4.8 ECTS).
The course is delivered in a blended learning format and includes 7 hours of online lectures (TEL-DE – 0.28 ECTS) and 23 hours of interactive teaching, including 7 hours of online interactive teaching (TEL-DI – 0.28 ECTS) and 16 hours of face-to-face seminar-based teaching (DI – 0.64 ECTS).
Lectures are devoted to the advanced study of the principal theoretical and methodological frameworks of contemporary Second Language Teaching. Interactive teaching includes workshops, guided discussions, critical analysis of case studies, teaching sequences and assessment materials, as well as collaborative curriculum and instructional design and redesign tasks.

Learning objectives
Through a blended learning format combining lectures, seminars, workshops, and curriculum and instructional design tasks, the course aims to provide students with advanced knowledge of contemporary approaches to Second Language Teaching and Language Assessment, together with the theoretical and methodological tools required to analyse critically teaching practices, teaching materials, curriculum design, and assessment practices.
The course promotes the development of a professional perspective grounded in the critical evaluation of methodological choices, the ability to justify curriculum and instructional design decisions in the light of research in Second Language Teaching, and the integration of theory and empirical observation.
By the end of the course, students will be able to analyse critically teaching and assessment materials and practices, interpret their theoretical and methodological foundations, and design or redesign teaching and assessment activities consistent with the principles of Task-Based Language Teaching, integrating intended learning outcomes, tasks, input, learning activities, assessment, and digital technologies into methodologically sound teaching sequences. Students will also be able to justify and support their curriculum and instructional design decisions with reference to the principal theoretical and methodological frameworks of the discipline.

The course assumes prior knowledge of the fundamental principles of Second Language Teaching and Second Language Acquisition, normally acquired through a bachelor's degree in languages, language education, or education.
Students are expected to demonstrate good reading comprehension and analytical skills in relation to the research literature, familiarity with the principal concepts of curriculum and instructional design, and a basic knowledge of the Common European Framework of Reference for Languages (CEFR).
Students who have not acquired this background during their undergraduate studies, particularly those who have not previously completed a course in Second Language Teaching, are required to attend the course Didattica delle Lingue Moderne A.
Students may also consolidate or extend their prior knowledge through the learning materials available on the Moodle.DIR platform.

The course adopts a blended learning format, integrating face-to-face and online activities into a coherent learning experience designed to support progressive and active learning.
Face-to-face activities include interactive lectures, seminars, practical sessions, and workshops dedicated to the analysis of case studies, learner language, teaching and assessment materials, and teaching situations. These activities promote the critical discussion of the principal theoretical and methodological frameworks of the discipline and their application to authentic educational contexts.
Online activities, delivered asynchronously through the Moodle.DIR platform, include lectures, supplementary learning materials, bibliographic resources, guided exercises, assignments, and self-assessment activities designed to consolidate the topics covered during face-to-face sessions and prepare students progressively for the final assessment.
The course is organised into teaching modules, each centred on a professional task that guides learning and promotes the integration of theoretical knowledge, data analysis, and curriculum and instructional design. Particular attention is devoted to the use of authentic materials, the observation of learner language, and the critical discussion of methodological choices.
The different teaching methods are designed to support the progressive development of the knowledge, analytical skills, independent judgement, and curriculum and instructional design competences described in the intended learning outcomes.

The course is delivered in a blended learning format, combining face-to-face seminars with asynchronous online activities on the Moodle.DIR platform. Students are encouraged to participate regularly in the proposed activities and to consult the Moodle.DIR platform on a regular basis. The resources available on Moodle.DIR form an integral part of the course and support the development of the analytical and curriculum and instructional design competences described in the intended learning outcomes.

All course materials will be made available through the Moodle.DIR platform, which serves as the main environment for the organisation of teaching activities. In addition to course materials, the platform provides examination guidance, course announcements, and supplementary resources for independent study.
Information on office hours, course announcements, and any updates relating to the course will be communicated through the Moodle.DIR platform and the lecturer's webpage.

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) may request dedicated services and support by contacting the Student Career Development and Support Office and consulting the dedicated page on the University website: https://uniupo.it/it/servizi/servizi-studentesse-e-studenti-condizione-di-disabilità-e-dsa.
After contacting the University's support services, students with disabilities, SLD, or SEN are encouraged to discuss any teaching or assessment arrangements with the course lecturer.

Assessment is designed to verify the achievement of the intended learning outcomes by evaluating students' knowledge of contemporary models of Second Language Teaching and Language Assessment, their ability to analyse teaching and assessment practices and materials, make informed instructional design decisions, and develop coherent teaching and assessment proposals supported by rigorous methodological justification.

The assessment consists of two complementary components.

A) Structured Moodle assessment
This assessment consists of an individual test delivered through the Moodle platform, including structured questions and short applied tasks designed to assess students' ability to analyse teaching and assessment materials and situations. Activities may include the analysis of lesson plans, observation of teaching sessions or language tests, identification of the phases of a task-based lesson cycle, evaluation of the alignment between intended learning outcomes, activities, and tasks, identification of instructional design issues, and selection of appropriate improvement strategies.

B) Lesson design task
This assessment consists of redesigning a teaching or assessment proposal based on materials provided by the lecturer, such as textbook units, teaching sequences, language tests, or other language teaching materials. Students analyse the original proposal and develop a coherent redesign by defining intended learning outcomes, tasks, the sequence of activities, the use of input, and assessment criteria, providing a concise justification for the main instructional design decisions.

Assessment criteria
Assessment is based on knowledge and understanding of the theoretical and methodological frameworks addressed during the course; the ability to analyse teaching and assessment materials and practices; the ability to design and redesign teaching and assessment interventions consistent with the principles of Task-Based Language Teaching; the appropriate use of disciplinary terminology; and the clarity and coherence of the proposed instructional solution.

Award of marks
The final mark, expressed on the Italian 30-point grading scale, is determined by the combined results of the structured Moodle assessment and the lesson design task. To pass the examination, students must obtain at least a passing grade in both components.
A passing grade requires an essential knowledge of the theoretical and methodological models addressed during the course and the ability to apply them appropriately to critical analysis, instructional design, and language assessment.
A good or very good performance demonstrates a secure command of the subject and the ability to integrate theoretical frameworks, critical analysis, instructional design, and assessment while providing coherent methodological justification.
An excellent performance requires an integrated and in-depth understanding of the topics covered, the ability to apply theoretical frameworks critically in analysing, evaluating, and redesigning complex teaching and assessment interventions, full independence of judgement, methodological rigour, originality in the proposed solutions, and confident command of disciplinary terminology.
An insufficient performance reveals gaps in fundamental knowledge, difficulties in applying theoretical models to analysis and instructional design, limited ability to justify methodological decisions, inappropriate disciplinary terminology, and weak coherence in the proposed instructional solution.

Detailed information on the assessment procedures, sample tasks, and design criteria is published at the beginning of the course on the Moodle.DIR platform.

The course explores the principal theories of Second Language Acquisition and the teaching methodologies that have the greatest influence on language teaching and assessment practices.
Through a blended learning format integrating face-to-face and online activities, students develop advanced competences in methodological analysis, curriculum and instructional design, and assessment, learning to make informed professional decisions based on the principal theoretical frameworks of Second Language Teaching and on the analysis of authentic linguistic data and teaching materials.
The course combines lectures, seminars, case analysis, guided discussions, and curriculum and instructional design tasks, promoting continuous links between research in Second Language Teaching and professional practice.

The course is organised into two parts, each comprising three teaching modules.
Part I – Analysing and evaluating curriculum and instructional design
The first part develops students' ability to interpret teaching and assessment practices, materials, and teaching sequences critically by relating the principal theoretical frameworks of the discipline to curriculum and instructional design decisions adopted in different teaching contexts.
Module 1. Analysing approaches to language teaching
Professional task: Interpret a teaching proposal critically by identifying its theoretical and methodological foundations.
Objectives: Understand how different views of language and language learning influence curriculum and instructional design.
Contents: Evolution of approaches to Second Language Teaching; action-oriented approach; Task-Based Language Teaching; relationships between theory and practice.
Activities: Comparative analysis of teaching sequences; critical discussion of case studies.
Module 2. Analysing teaching sequences and materials
Professional task: Evaluate teaching units, lessons, and teaching materials critically.
Objectives: Identify strengths and weaknesses of teaching sequences and materials in relation to learners and intended learning outcomes.
Contents: Criteria for analysing teaching materials; curriculum coherence; quality of input; organisation of learning activities; alignment between intended learning outcomes, activities, and assessment.
Activities: Analysis of textbooks, authentic materials, and teaching sequences.
Module 3. Evaluating the quality of curriculum and instructional design
Professional task: Justify curriculum and instructional design decisions using explicit evaluation criteria.
Objectives: Apply evaluation criteria to curriculum and instructional design and to the development of assessment instruments, proposing appropriate improvements.
Contents: Constructive alignment; competence-based curriculum and instructional design; evaluation of teaching quality; principles of Language Assessment (validity, reliability, authenticity, and alignment).
Activities: Critical review of teaching units, lessons, and assessment instruments; discussion of alternative solutions.

At the end of Part I, students will be able to analyse teaching materials, teaching sequences, and assessment instruments critically, identify their theoretical foundations, and evaluate their alignment with the intended learning outcomes.

Part II – Designing and redesigning teaching interventions
The second part focuses on the design of teaching activities, units, and teaching sequences based on needs analysis, authentic materials, and the principal theoretical frameworks of research in Second Language Teaching.
Module 4. Designing task-based activities
Professional task: Design teaching activities consistent with explicit methodological principles.
Objectives: Apply learner-centred and task-based curriculum and instructional design models.
Contents: Tasks; teaching sequences; scaffolding; interaction; feedback; principles of Task-Based Language Teaching.
Activities: Design and revision of teaching activities.
Module 5. Redesigning teaching materials
Professional task: Transform a traditional teaching proposal into a methodologically coherent teaching sequence.
Objectives: Adapt and revise teaching materials according to learners, intended learning outcomes, and teaching contexts.
Contents: Adaptation of teaching materials; curriculum and instructional design based on authentic input; integration of language skills; alignment between materials, tasks, and intended learning outcomes.
Activities: Redesign of textbook units and other teaching resources.
Module 6. Integrating curriculum and instructional design, assessment, and technology
Professional task: Develop a complete and well-justified teaching proposal.
Objectives: Integrate curriculum and instructional design, assessment, and digital technologies into a coherent teaching sequence.
Contents: Assessment of learning; design of assessment tasks aligned with intended learning outcomes; principles of Language Assessment; feedback; digital technologies and artificial intelligence in curriculum and instructional design and language assessment.
Activities: Collaborative curriculum and instructional design; development and revision of assessment instruments; peer review; critical reflection on curriculum and instructional design decisions.

At the end of Part II, students will be able to design and redesign teaching activities and teaching sequences appropriate to specific teaching contexts, integrating curriculum and instructional design, assessment, and the development of assessment tasks aligned with intended learning outcomes, while providing critical justification for their methodological and assessment decisions.

Throughout the course, students complete individual and collaborative formative tasks linked to the content of the teaching modules and designed to support preparation for the final assessment. Activities take place both during face-to-face sessions and through the Moodle.DIR platform, which provides learning materials, practical guidance, and self-assessment resources.

By the end of the course, students will have acquired advanced knowledge and competences in Second Language Teaching and Language Assessment. They will be able to understand and apply the principal theoretical and methodological models of the discipline, analyse teaching and assessment materials and practices critically, design and redesign interventions consistent with the principles of Task-Based Language Teaching, and justify their methodological decisions on the basis of the research literature.

Knowledge and understanding
Students are able to describe and explain the principal theories of Second Language Acquisition and the main methodological models of Second Language Teaching and Language Assessment, understanding how different views of language, learning, and assessment shape teaching practices, curriculum and instructional design, and methodological decisions.

Applying knowledge and understanding
Students are able to analyse teaching materials, learning activities, lessons, and language tests critically, identifying their theoretical and methodological foundations and evaluating their alignment with intended learning outcomes, learners, and educational contexts.
They are also able to design and redesign teaching activities, units, and language tests on the basis of the principal theoretical frameworks of research in Second Language Teaching, using Task-Based Language Teaching as the main methodological framework for defining intended learning outcomes, tasks, teaching sequences, the use of input, interaction, and assessment criteria.

Making informed judgements
Students are able to evaluate critically the quality of teaching materials, learning activities, and assessment tasks, identifying strengths, weaknesses, and opportunities for improvement. They are also able to make well-founded curriculum and instructional design decisions, supporting them with evidence from the research literature, the principal methodological frameworks of the discipline, and the analysis of authentic linguistic data and teaching materials.

Communication skills
Students are able to use the specialised terminology of Second Language Teaching and Language Assessment appropriately and communicate analyses, evaluations, and curriculum and instructional design proposals clearly, rigorously, and persuasively, discussing their methodological decisions effectively in both written work and oral presentations.

Learning skills
Students are able to update their professional competences independently through engagement with the research literature, the critical analysis of linguistic data, teaching materials, and teaching practices, and systematic reflection on their curriculum and instructional design decisions, using research as a basis for the continuous improvement of teaching, assessment, and curriculum and instructional design.