Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


DIDACTICS OF MODERN LANGUAGES I
DIDATTICA DELLE LINGUE MODERNE I

Foreign language teaching
Didattica delle lingue straniere

A.Y. Credits
2019/2020 8
Lecturer Email Office hours for students
Giovanna Carloni online by appointment
Teaching in foreign languages
Course partially taught in a foreign language English
This course is taught partially in Italian and partially in a foreign language. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language.

Assigned to the Degree Course

Foreign languages and intercultural studies (LM-37)
Curriculum: TRADUZIONE EDITORIALE E FORMAZIONE LINGUISTICA
Date Time Classroom / Location
Date Time Classroom / Location

Learning Objectives

The course aims to introduce students to cognitive processes which are  at the core of foreign language  communicative competence. The main goal is to improve students' capacity to design teaching activities to practice the main linguistic skills in foreign languages. Development strategies for teaching units meeting the learner's learning styles and needs will be studied as well.

Program

The course covers the following topics:

- Theories, methods and techniques in Foreign Language Teaching/Learning

- Cognitive processes and learning styles

- Teaching integrated communicative skills: Listening, Speaking, Reading, Writing, Negotiating

- Planning  foreign language classroom activities

Learning Achievements (Dublin Descriptors)

  • Knowledge and understanding: students will be able to comprehend and discuss foreign language acquisition processes and teaching strategies.To this end, lectures and interactive activities will be implemented;
  • Applying knowledge and understanding: students will be able to develop teaching material whose content and procedures are in line with language acquisition theory. To this end students will be assigned tasks (in pairs or in groups) to reflect on strengths and weaknesses of  FL coursebook teaching units;
  • Making judgements: students will gain a critical understanding of  the degree of efficacy of teaching activities and contents used in foreign language learning. To this end they will analyse FL coursebooks during interactive lectures, pairwork and groupwork activities;
  • Communication: students will be able to communicate complex ideas in written and oral form . To reach this goal, students will give individual and group presentations  in class and will post comments and ideas, on Moodle, triggering discussion;
  • Lifelong learning skills: students will be able to listen attentively and work individually and in groups.   To this end, lectures,  pairwork and groupwork sessions  will be organized.

Teaching Material

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Didactics, Attendance, Course Books and Assessment

Didactics

·  Teacher-fronted lectures

·  Interactive lectures

·  Groupwork and written assignments

·  Presentations

Course books

Scrivener J. (2011), Learning Teaching, (3rd edition), Macmillan Books for Teachers: London (Chapters 1-2-3-4-5-7-8-9-10-11)  

Assessment

Oral exam. Attending students will be assessed on the basis of their knowledge of the theoretical concepts introduced in the course (10%), their ability to apply their knowledge to the analysis and evaluation of teaching materials (10%), their ability to apply their knowledge to create teaching materials (10%), their subject-specific communication skills (10%), their ability to accomplish specific activities assigned (20%), and their degree of active online class participation (40%).

Additional Information for Non-Attending Students

Course books

·  Scrivener J. (2011), Learning Teaching, (3rd edition), Macmillan Books for Teachers: London    (Chapters 1-2-3-4-5-7-8-9-10-11)  

·  Sisti F. (2016),  “CLIL in higher Education: what if…?” in C. Coonan (a cura di),  A journey through the CLIL landscape: problems, prospects, Cambridge Scholars Publishing: Cambridge  

·  Sisti F. (2016), “Narrative thinking and storytelling for primary and early FL/SL education” in  Donna Tatsuki (Ed.), Fictions.  Studi sulla narratività, (n. XV), Fabrizio Serra Editore: Pisa-Roma

Assessment

Oral exam: NON-attending students will be assessed on the basis of their knowledge of the concepts introduced in the reading materials (60%), their ability to apply their knowledge to the analysis and evaluation of practical teaching cases (30%)  and their subject-specific communication skills (10%).

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