Linguistics

The module reflects on language policy norms and their impact on languages in Italy and Italian around the world, with a particular focus on the educational context. The analysis covers language education policies of European institutions, from projects in the 1970s to the CEFR Companion Volume (2023), which promotes plurilingual education. Policies and tools for plurilingual language education are examined, such as mediation in multilingual education and the impact of language proficiency assessment on the educational and social context. The course is divided into four parts.

Course participants are expected to have acquired basic general skills in the study of educational linguistics, including through the study of a freely chosen textbook from among those available. An English language level of at least B2 is required.

Coccia B., Vedovelli M., Barni M., De Renzo F., Ferreri S., Villarini A. (a cura di), Italiano2020: lingua nel mondo globale - le rose che non colsi, Roma, Apes, 2021, capp. 1, 4, 19, 20, 21, Note propositive. T. De Mauro, Il plurilinguismo nella società e nella scuola italiana, in R. Simone, G. Ruggiero (a cura di), Aspetti sociolinguistici dell’Italia contemporanea, Roma, Bulzoni Editore, vol. I, 1977, pp. 87–101. T. De Mauro, Crisi del monolitismo linguistico e lingue meno diffuse, LIDI 1,1, 2006, p. 11-37 scaricabile al seguente link https://minerva.usc.es/xmlui/bitstream/handle/10347/5726/pg_005-024_moenia11.pdf?sequence=1&isAllowed=y E. Piccardo, “We are all (potential) plurilinguals”: Plurilingualism as an overarching, holistic concept, Cahiers de l’ILOB, 2019, pagg. 183-204 scaricabile al link https://uottawa.scholarsportal.info/ottawa/index.php/ILOB-OLBI/article/view/3825 B. Dendrinos, Multilingualism language policies in the EU today: a paradigm shift in language education, Training Language and Culture 2(3), 2018, pagg. 9-28 scaricabile al link https://www.researchgate.net/publication/327958823_Multilingualism_language_policy_in_the_EU_today_A_paradigm_shift_in_language_education M. Barni, Valutare le competenze nelle L2, Roma, Carocci, 2023.

Attendance is strongly recommended, as various workshop activities will be carried out both in and outside the classroom.

The student should be able to illustrate and argue the concepts developed during the course and found in the reference texts, making appropriate use of scientific terms. He/she will have to demonstrate that he/she can move with sufficient familiarity between the various contents presented, also trying to make autonomous judgements on their ability to correctly describe the phenomena in question. He/she will have to expound the arguments clearly, citing theories and authors of reference.

Council of Europe, Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors, 2018, Council of Europe, Strasbourg, in English https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 in Italian https://riviste.unimi.it/index.php/promoitals/article/view/15120Capitoli 1 e 2

The course includes both frontal teaching with the use of supports such as blackboard, ppt slides, short films, and seminars. During the lesson, an attempt will also be made to activate forms of cooperative teaching, recommending active participation on the part of the students. The latter will therefore be encouraged not only to ask questions on the points not understood in the lesson, but also to formulate judgements and opinions on the topics presented. From these interventions, an attempt will be made, with the teacher's guidance, to arrive at conclusions useful for maintaining the attention of the entire class.