Ateneo - UPO

The course addresses the main theories related to the learning of a second language and illustrates the teaching methodologies that most influence language teaching practices.

Students who have difficulty studying texts in English are invited to contact the teacher for alternative readings.
Teaching resources are available on DIR.
Basic readings::
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.

Two readings amongst 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.

Suggested 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.

Knowledge and understanding: To acquire basic knowledge of second language acquisition and language teaching.
Ability to apply knowledge and understanding: Acquire the ability to act with awareness in the teaching environment, plan a syllabus, select suitable teaching materials, design lessons by applying approaches and techniques suitable to the teaching context, select suitable evaluation strategies.

Expression of judgments: Acquiring skills in analyzing teaching materials, critically discussing their use in reference to a specific teaching context.
Communication skills: Knowing how to explain what learned in an orderly and clear way, using an appropriate language and moving independently among the topics covered.
Study skills: Knowing how to undertake, personal in-depth studies on specific topics, applying tools and methodologies acquired.

Basic knowledge in general linguistics

Lectures, group activities, simulations, case studies, laboratories, online teaching, with the support of the DIR platform.

Attending and non-attending students are invited to register on the DIR platform.

The exam consists of a written test structured in two parts. The first aims to evaluate the acquisition of the main theoretical contents through the production of a short essay on the main topics of the course (60% of the overall mark); the second assesses the ability to apply assessing and teaching materials in practice by carrying out 2 activities relating respectively to the analysis of learners' interlanguage and the planning of a teaching activity starting from a given material (40% of the total mark). To pass the exam, you must answer at least sufficiently in both tests.
The assessment is based on the degree of knowledge and understanding of the theoretical concepts and the ability to apply the knowledge in practice. A test that demonstrates an organic vision of the topics covered in class, 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 deals with the main theories relating to the learning of a second language, the teaching methods that most influence language teaching practices, strategies and tools for assessing language learning. In particular, students are accompanied in understanding the processes and variables that affect learning and assessment, theoretical coordinates necessary to act with awareness in teaching practice. The theoretical insights are sustained by examples of good practices drawn from various teaching contexts. Due to its laboratory nature, attendance is strongly recommended.
Teaching unit:
- How to learn a language, the main learning theories
- From learning theories to language teaching techniques, a historical excursus
- Second language teaching approaches
- Organizing a language course
- CEFR, Profile and ELP
- Corrective feedback
- Assessment

Knowledge and understanding of the main second language acquisition theories; Awareness of acquisition mechanisms;
Knowledge of the main language teaching techniques and methods;
Ability to organize a language course: from needs analysis to educational planning.
Ability to select and/or develop teaching proposals consistent with the teaching context where operating.
Ability to explain clearly and appropriately the course content