Teaching Italian as a Second Language
Learning outcomes of the course unit
At the end of the course students will have acquired knowledge related to
the acquisition of a language, in particular of Italian as a first or second
language and competences on teaching Italian and other modern languages to native and non native
Knowledge and understanding:
students will develop knowledge and comprehension competence in the field of educational linguistics thanks to the use of different sources (manuals, books and scientific articles, lectures, online learning objects etc.) regarding foundation topics and advanced research in the field of educational linguistics.
Competences acquired in the first cycle will be strengthened and expanded allowing students to elaborate and apply original ideas.
Applying knowledge and understanding:
students will be able to apply knowledge and comprehension skills useful for an initial training for L2 and L1 language teachers, as well as for other professional profiles related to the field of school and academic publishing and computer assisted language teaching. In particular, students will develop skills needed both to create and support argumentation and to solve problems in the field of educational linguistics.
Comprehension and problem solving skills will be reinforced and applied to new or unfamiliar topics, belonging to wider or interdisciplinary contexts related to their field of study.
students will be able to collect and interpret data to determine autonomous judgements in in the field of educational linguistics, including cross-cultural and interdisciplinary thinking on cultural and intercultural, scientific and ethical topics connected to the judgements expressed.
Students will be able to integrate their knowledge, manage complexity and make judgements based on limited or incomplete data.
thanks to the specific focus on communication competences and in particular on the development and use of mediation skills, students will be able to convey information, ideas, problems and solutions to specialists and non-specialists.
Students can make conclusions clearly and through the support of their knowledge. They will also be able to explain the reasons for their conclusions.
thanks to the general scaffolding of the course which puts processes related to language learning and teaching in a social context at the centre, students will develop learning skills useful to continue studying autonomously and in a self-directed way in lifelong learning education.
Course contents summary
The first part of the course is dedicated to the exploration of the mechanisms which rule language acquisition.
The second part deals with language teaching processes. Leraning to create teaching materials for learning and teaching Italian as a first, second or foreign language will be the main goal of the second part of the course. Italian language learning and teaching will be taken as an example of what happens when learning a modern language for academic/study purposes.
Part of the course will be dedicated to CLIL.
This course complies with D.M.616.
1 Balboni P., Le sfide di Babele, Torino, Utet 2015.
2 Mezzadri M., Studiare in italiano all'università, Bonacci, Torino 2016.
3 For students who cannot attend the classes on a regular basis, the study
of the following book is to be added: Chini M. e Bosisio C. (a cura di), Fondamenti di Glottodidattica, Roma, Carocci 2014.
Lectures; interaction with students during lectures; workshops.
Assessment methods and criteria
Oral exam and written work.
Students will first have to create a teaching material designed for the teaching of a language to foreign learners.
Students enrolled on the LM degree course in Foreign Languages can choose to create a teaching unit implementing the CLIL methodology in one of the following languages: English, French, German, Italian, Portuguese or Spanish.
For the creation of the teaching material it is reccomended to use the book Mezzadri M., Studiare in italiano all'università, Bonacci, Torino 2016.
The material will count for 20% of the total mark. Students will be allowed to sit for the oral exam regardless of the performance in the written part. The oral exam will be based on a discussion about the written part and of topics dealt with during the classes and through the study of materials and books assigned.
A fail is determined by the lack of an understanding of the minimum content of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. A pass (18-23/30) is determined by the student’s possession of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.