Ateneo - UPO

The course introduces the principal theoretical and methodological foundations of Second Language Teaching, with particular attention to second language acquisition processes, the observation of learner language, and the use of the Common European Framework of Reference for Languages (CEFR). Through a blended learning approach, combining face-to-face seminars with asynchronous online activities on the Moodle.DIR platform, students develop critical analysis and curriculum and instructional design skills, learning to design teaching activities that are appropriate to specific teaching contexts.

Learning a second language:

Lightbown P.M., Spada N. (2013), How languages are learned, Oxford: Oxford University Press, capp. 3-4, 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

Bettoni C. (2005), Il bilinguismo dei bambini immigrati, in B. Iori (a cura di), L'italiano e le altre lingue, Milano, Franco Angeli

Bonvino E. et al. (2023), Agire in L2. Processi e strumenti nella linguistica educativa, Milano, Hoepli (introduzione + 1 capitolo a scelta)

Teaching a second language (one reading)

Serra Borneto C. (a cura di) (1998, rist. 2012), C'era una volta il metodo. Tendenze attuali nella didattica delle lingue straniere, Roma, Carocci

Richards J.C., Rodgers T.S. (2014), Approaches and Methods in Language Teaching, 3rd ed., Cambridge, Cambridge University Press

Further readings

Please see the MoodleDIR course page

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 blended 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 introducing and contextualising the principal theoretical and methodological frameworks of the discipline. Interactive teaching includes workshop activities and collaborative curriculum and instructional design dedicated to case analysis, discussion of research studies and empirical data, and the analysis of teaching materials.

Learning objectives
Through a blended learning approach combining lectures, workshop activities, and curriculum and instructional design tasks, the course aims to provide students with the fundamental theoretical and methodological knowledge of Second Language Teaching and the tools required to analyse second language acquisition and learning processes critically.
The course promotes the development of a professional perspective grounded in observation, critical analysis of empirical data, and the ability to justify instructional choices in the light of the principal theoretical frameworks of the discipline.
By the end of the course, students will be able to interpret learner language and other data relating to second language learning, use the principal frameworks for describing language competence and supporting curriculum and instructional design, with particular reference to the Common European Framework of Reference for Languages (CEFR), and design teaching activities that are appropriate to specific groups of learners, intended learning outcomes, and teaching contexts. Students will also be able to justify their instructional choices critically in the light of the principal theoretical and methodological frameworks of the discipline.

No previous knowledge of Second Language Teaching is required. Previous attendance of at least one course in General Linguistics is recommended. Good reading comprehension and analytical skills in Italian and in at least one additional foreign language will support successful participation in the course.
Students may strengthen their background knowledge through the learning materials available on the Moodle.DIR platform.

The course adopts a blended learning approach, 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 materials, and teaching situations. These activities are designed to promote critical discussion of the principal theoretical 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 the face-to-face sessions and to 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 linguistic data, and the 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 blended 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 skills 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 of the course by assessing students' knowledge of the principal theoretical frameworks of Second Language Teaching and Second Language Acquisition, their ability to analyse data and materials relating to language learning, to use the principal curriculum and instructional design tools critically in selecting or developing teaching activities appropriate to specific teaching contexts, and to justify their methodological choices rigorously.

The assessment consists of two complementary components, designed to assess the achievement of the intended learning outcomes.
A) Structured Moodle assessment
This assessment consists of an individual test delivered through the Moodle platform, including structured questions and tasks designed to assess students' ability to apply the principal theoretical concepts to authentic teaching situations. Activities may include, for example, the analysis of learner language, the interpretation of interlanguage phenomena, and the use of CEFR descriptors to define intended learning outcomes or select teaching materials appropriate to a specific teaching context.

B) Lesson design task
This assessment consists of the design of a one-hour lesson based on an input provided by the lecturer, such as a written, spoken, or multimodal text, either authentic or adapted. Students are required to analyse the material, identify the target learners, define the intended learning outcomes, the language skills involved, and the proposed classroom use, developing a teaching proposal appropriate to the context and providing a brief justification of the main instructional design choices.

Assessment criteria
Assessment is based on knowledge and understanding of the principal theoretical frameworks of the discipline; the ability to analyse data, teaching materials, and teaching situations; the appropriate use of the curriculum and instructional design tools introduced during the course; the ability to design teaching activities appropriate to learners' needs and the intended learning outcomes; the quality of the argumentation; the appropriate use of disciplinary terminology; and the clarity and coherence of presentation.

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 curriculum and instructional design task, both of which contribute to the overall assessment. To pass the examination, students must obtain at least a passing grade in both components.
A passing grade requires an essential knowledge of the principal theoretical content of the course and the ability to apply it appropriately to data analysis and curriculum and instructional design.
A good or very good performance demonstrates a secure level of preparation and the ability to establish coherent links between theory, data analysis, and curriculum and instructional design.
An excellent performance requires an integrated and in-depth understanding of the topics covered, the critical use of theoretical frameworks to analyse teaching situations and design effective instructional interventions, full independence of judgement, methodological rigour, and confident command of disciplinary terminology.
An insufficient performance reveals gaps in fundamental content knowledge, difficulties in applying theoretical concepts, inappropriate disciplinary terminology, and limited analytical and instructional design skills.

Detailed guidance for examination preparation is published at the beginning of the course on the Moodle.DIR course page.

The course introduces the fundamental principles of Second Language Teaching and develops the knowledge and skills required to understand and observe second language learning processes and to design teaching activities appropriate to learners' needs, intended learning outcomes, and teaching contexts.
The course combines lectures, workshops, data and materials analysis, guided discussions, and curriculum and instructional design tasks, promoting connections between theoretical frameworks and teaching practice. It is organised into two parts, each comprising three teaching modules.

Part I – Understanding and observing second language learning
The first part provides the theoretical and methodological foundations needed to understand how languages are learned, analyse learner language, and define intended learning outcomes appropriate to learners' needs.
Module 1. How languages are learned
Professional task: Interpret a language learning situation in the light of the principal theoretical frameworks.
Objectives: Understand the main processes of second language acquisition and learning and recognise their implications for teaching.
Contents: Second language acquisition and learning; principal theoretical perspectives; the role of input, interaction, and output; individual, social, and contextual factors affecting learning.
Activities: Case analysis and discussion; comparison of different learning situations; identification of their instructional implications.
Module 2. Observing learners
Professional task: Analyse learner language and outline a learner profile.
Objectives: Analyse spoken and written learner language, identify interlanguage phenomena, and recognise relevant learning needs.
Contents: Interlanguage and language development; learner errors and systematicity; variability; principles and tools for learner observation.
Activities: Analysis of authentic learner language; identification and description of linguistic phenomena; comparison of learner profiles; formulation of hypotheses about learners' needs.
Module 3. Describing proficiency and defining learning outcomes
Professional task: Use CEFR descriptors to describe a learner profile and formulate intended learning outcomes.
Objectives: Understand the structure of the CEFR and use its levels and descriptors appropriately to interpret language proficiency, learning needs, and intended learning outcomes.
Contents: CEFR and Companion Volume; proficiency levels and descriptors; communicative language activities; linguistic, sociolinguistic, and pragmatic competences; relationships between learner needs, profiles, and learning outcomes.
Activities: Analysis of descriptors; matching performances to CEFR levels; selecting and adapting descriptors; formulating observable learning outcomes for specific groups of learners.

At the end of Part I, students will be able to interpret language learning situations, analyse learner language, and use CEFR descriptors to describe learner profiles and formulate intended learning outcomes.

Part II – Designing language teaching
The second part focuses on curriculum and instructional design and on applying the knowledge acquired to the selection of materials and the design of teaching activities appropriate to learners, intended learning outcomes, and teaching contexts.
Module 4. Understanding approaches and methodological choices
Professional task: Analyse a teaching proposal and identify its principal methodological orientation.
Objectives: Understand the relationship between views of language, theories of learning, and instructional choices; compare teaching approaches critically.
Contents: Evolution of language teaching approaches; communicative and action-oriented approaches; the roles of teachers and learners; classroom interaction; principles of curriculum and instructional design.
Activities: Comparative analysis of teaching activities; identification of methodological assumptions; discussion of their practical implications.
Module 5. Selecting texts and designing activities
Professional task: Design a teaching activity based on a written, spoken, or multimodal input.
Objectives: Analyse and select texts and teaching materials according to learners and intended learning outcomes; design activities that promote the integrated development of language competences.
Contents: Authentic texts and teaching materials; criteria for selecting and adapting input; communicative language activities; task instructions; feedback and error treatment.
Activities: Analysis of texts and materials; comparison of alternative uses of input; adaptation of materials; design and revision of teaching activities.
Module 6. Integrating teaching activities and assessment
Professional task: Design a coherent short teaching sequence and evaluate its effectiveness.
Objectives: Integrate learning outcomes, input, activities, and assessment into a coherent teaching proposal and justify the principal instructional choices.
Contents: Organisation of teaching activities and lesson sequences; alignment between learners, learning outcomes, materials, task instructions, and assessment; observation of learning; critical use of digital technologies and artificial intelligence in curriculum and instructional design.
Activities: Analysis and revision of teaching sequences; individual and collaborative curriculum and instructional design; peer discussion and feedback; critical reflection on the use of technology.

At the end of Part II, students will be able to analyse teaching materials and proposals, design activities based on different types of input, and integrate learning outcomes, materials, activities, and assessment into coherent teaching sequences.

Whenever relevant to the topics addressed, the course also considers the role of inclusive language and gender perspectives in curriculum and instructional design and language education.

By the end of the course, students will have acquired the knowledge and skills required to understand the fundamental principles of Second Language Teaching, interpret second language learning processes, analyse critically learner data and teaching materials, and design teaching activities appropriate to specific teaching contexts.

Knowledge and understanding
Students are able to describe the principal theoretical models of second language acquisition and teaching, explain the role of the factors influencing language learning, and demonstrate knowledge of the principal frameworks used to describe language proficiency, intended learning outcomes, and learning pathways, with particular reference to the Common European Framework of Reference for Languages (CEFR).

Applying knowledge and understanding
Students are able to analyse learner language and other data relating to second language learning, identifying the aspects most relevant to curriculum and instructional design. They use CEFR descriptors to interpret learner profiles and define intended learning outcomes, analyse teaching materials and activities critically, and design teaching activities appropriate to specific groups of learners, intended learning outcomes, and teaching contexts.

Making informed judgements
Students are able to evaluate critically learner data, teaching materials, and instructional proposals, selecting solutions appropriate to learners' needs and justifying their choices in the light of the principal theoretical and methodological frameworks of the discipline.

Communication skills
Students are able to use the specialised terminology of Second Language Teaching appropriately and communicate analyses, observations, and curriculum and instructional design proposals clearly, coherently, and with appropriate methodological justification.

Learning skills
Students are able to extend their knowledge independently through the critical use of the course bibliography, reference documents, and teaching materials, making effective use of peer discussion and feedback to strengthen progressively their analytical and curriculum and instructional design skills.