Modern humanities

MARIA ROCCAFORTE

At the end of the course the students will be able to recognise, interpret and exemplify the main phenomena pertaining to educational linguistics, with particular regard to:
1) the dictates of the Common European Framework of Reference for European languages (which will be applied to the teaching Italian as L2);
2) the role of grammar in teaching in schools of various types and levels (with particular reference to Italian as L1); 3) the language teaching implications in the presence of deaf learners.
The student will learn to plan an adequate language lesson with respect to the learner's needs and idiosyncratic characteristics, to the specific context in which the course is delivered and to the purpose of the teaching process. The educational objectives of the course also include the ability to argue convincingly the choices made with respect to methods, approaches and teaching materials and the ability to transmit information, ideas and critical issues in the field of educational linguistics using a language and a metalanguage appropriate in form and substance

At the end of the course the student will be able to recognise, interpret and exemplify the main phenomena pertaining to educational linguistics, with particular regard to:
1) to the implications of each of the language skills (listening, speaking, writing and reading) in the acquisition of the mother tongue and in the learning of "other" languages
2) to the indications of the Common European Framework of Reference for European Languages (which in the course will be applied to the teaching of Italian as L2)
The learning objectives of the course also include the ability to argue convincingly about the choices made with regard to teaching methods, approaches and materials, and the ability to convey information, ideas and critical issues in the field of educational linguistics using language and metalanguage appropriate in form and substance.

no prerequisites are required

The course will introduce the fundamentals of

1. Teaching Italian as L2 according to the dictates of the CEFR
- the CEFR;
- the Italian language profile
- the syllabus;
- the assessment and certification of competences

2. Listening Speaking Reading and Writing

3 Grammar
- grammar between theory, description and pedagogy
- models of grammatical analysis
- Doing grammar in the Italian classroom

Attending and non-attending students:
- Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023
- Sammarco, Voghera, Ascoltare e parlare. Idee per la didattica, Franco Cesati editore, 2021
- Giunchi, Roccaforte, La grammatica tra acquisizione e apprendimento, Carocci, 2021

The course takes place the course is held in the second semester, two lessons per week (2 hours each one) starting . Students are considered to be attending if they do not exceed 10 hours of absence. If attending, they may take the intermediate tasks and and final written exam, and decide to record their grade without taking the oral exam.

Students who have attended at least 75% of the lectures (30 hours) will be considered attending students.
Classes will be held from 1 March 2025.

Attending students may either take a written examination and decide to record the grade or also take the oral examination. Non-attending students will take the examination orally. The written examination consists of 50 closed-ended questions with 5 options each. The test is passed if the student answers at least 25 questions correctly. Incorrect answers do not deduct marks. During the course there are practical exercises that contribute to the final assessment. The attending student may choose to take the written exam or the oral exam in order to improve the grade.
The oral examination is considered passed if the candidate demonstrates knowledge and the ability to explain with sufficient clarity the notions learnt during the course and in individual study. The assessment takes into account the candidate's command of the language, his mastery of the vocabulary specific to the discipline and his ability to apply what he has studied to teaching practice in the language class.

Attendees are offered multiple-choice questions and two open-ended questions.
Example of a multiple-choice question:
In the notional - functional syllabus "to congratulate", "to make a proposal", "to make a judgement" are:
a. performative verbs
b. communicative functions
c. semantic grammatical categories
d. intransitive verbs
e. none of the answers

Example of an open-ended question:
The Profile of the Italian Language is an online searchable document that we have seen and commented on during the lessons. Explain what its purpose is, to whom it is addressed and what it includes.

• Teaching Italian as a second language according to the CEFR guidelines
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023


• The linguistic profile of Italian
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023


• Syllabus, assessment and certification of linguistic skills
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023


• Listening
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023


• Speaking
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023


• Reading
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023


• Writing
  • Books: Bonvino, Velasquez, De Meo, Agire in L2. Hoepli, 2023