ITALIAN L2 TEACHING METHODOLOGY
Academic year and teacher
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- Versione italiana
- Academic year
- 2022/2023
- Teacher
- ROBERTA GULINELLI
- Credits
- 6
- Didactic period
- Primo Semestre
- SSD
- L-LIN/02
Training objectives
- The aim of the course is to provide students with a critical overview of teaching approaches and methods, with particular attention to the different contexts of learning related to the learner's profile and to different learning / teaching strategies.
Students will acquire the skills to design and implement an Italian second language course in a specific learning/teaching context. They will be able to identify learning goals, select content, and choose an operating procedure based on a specific methodological frame. Prerequisites
- none
Course programme
- Common European Framework of Reference for Languages
Italian Second Language and Italian Foreign Language
Different approaches and methods for teaching Italian as a second language
Language acquisition theory
Language and culture
Profile and needs analysis for language course design
Analysis of learners profile and needs
Variables in L2 Learning
The relevant factors in L2 learning
Styles and Learning Strategies
Listening, reading, written and oral production, interaction
Reading in second language - Intercomprehension
Error analysis and correction strategies
The teaching materials: textbooks analysis criteria Didactic methods
- Frontal and seminar lessons with active participation of students.
Exercises and group work.
Additional materials will be made available on classroom:cmu46jk Learning assessment procedures
- Oral exam aimed at assessing the learning acquired over the topics taught in classes.
Group work (only for students attending class):
Analysis of a textbook's unit for teaching Italian second language, to be agreed upon with Professor. Critical considerations on the approach, on the techniques and strategies used.(max 2 points) Reference texts
- Balboni P., 2014, Didattica dell'italiano come lingua seconda e stranier, Torino, Bonacci Editore.
A selection of chapters of the following texts:
Diadori P., 2015, Insegnare Italiano a stranieri, Milano, Le Monnier.
(1,2,3,11,20)
Mezzadri M., 2015, I nuovi ferri del mestiere, Torino, Bonacci.
(pp.149-164)
Valentini A., Bozzone Costa R., Piantoni M., 2005, (a cura di), Insegnare ad imparare in italiano L2: le abilità di studio per la scuola e per l’università, Perugia, Guerra.
(pp.11-28)
Consiglio d' Europa, 2001, Common European Framework of Reference for Languages (CEFR). Learning, teaching, assessment, Cambridge, Cambridge University Press. Ed. it.: Quadro comune europeo di riferimento perle lingue. Apprendimento insegnamento valutazione, 2002, trad. di F. Quartapelle e D. Bertocchi, Firenze, La Nuova Italia.
Capp.1,2.
Balboni P.,2018, Fare educazione linguistica, Torino, UTET Università.
(pp.13-22)
Fiorenza E., 2020, Strategie di lettura nella didattica plurilingue, Cesena/Bologna, Caissa Italia.
(Cap. 1 pp. 6-45; Cap 2 pp.61-93)
http://www.millemondifano.org/conoscersi-per-comprendersi/correggere-il-parlato-tipi-di-feedback-a-confronto-di-roberta-grassi/
http://www.learningpaths.org: "Attitudini e atteggiamenti nell'apprendimento linguistico.
