The aim of this course is to promote an in-depth knowledge of the field of foreign literature  teaching and learning, a field in which teaching strategies change in light of the different channels of communication. The different approaches and methodologies used to teach  literature in a foreign language, also in a digital context , will be presented with the goal of  developing  a command of those strategies specific to the field of text-analysis . The Teaching of  foreign literature will be analyzed both from a theoretical and practical standpoint. Students will also have the opportunity to put their own teaching/learning projects into practice during teaching internships and to analyze personal experiences.

Specifically, the course aims to promote the following learning objectives:
•    knowing  how to create appropriate and innovative teaching strategies for the  teaching of literature based on the principles of language acquisition theory; 
•    being able to reflect on  literature  teaching practices using observation and evaluation tools adopted in foreign language education.
The ability to try new teaching techniques in the field of foreign language literature and to self-assess the effectiveness of one’s teaching practices, also in new teaching/learning contexts, such as the digital environment, is key in the professional competence of a foreign language teacher.

The course will cover the following topics:

• The study of literature in language teaching
• Language and literature: analysis of literary texts
• The theory of Embodiment in literary studies
• Literature in the Hermeneutic approach
• CLIL for theatre and literature
• Literature and glottotechnology 
• The lesson plan on literature
• Practicum: lesson simulation using ICTs for High schools.

Students should master a basic knowledge of the second language acquisition (SLA)  process and the fundamental bases of foreign language instruction.

• Knowledge and understanding: students  must show that they  know the operative teaching models that can be used to develop foreign literature acquisition, also in a digital context. This result will be pursued through face-to-face lessons in which students participate.
• Applying knowledge and understanding: students must know how to create an original learning unit for  teaching literature in a foreign language; they must be able to justify their choices and modify and adapt their original strategies to meet the specific needs of learners. Planning activities will be organized in groups both in the classroom and online.
• Making judgements: students must show to have the critical thinking skills to evaluate the  efficacy of teaching/learning strategies and teaching materials. They must be able to recognize problematic teaching scenarios and to formulate hypotheses to correct teaching practices. This objective will be pursed in the discussion and evaluation phase of lessons simulated by students.
• Communication: students must be able to discuss topics and questions concerning literature teaching using the scientific-professional micro language in the field of glottodidactics; they must have the necessary communicative skills to work in the foreign language classroom. This objective will be pursued through lesson simulation, in the discussion phase among peers and through written work posted on the Moodle platform.
• Lifelong learning skills: Students must be able to use the study materials provided by the instructor correctly and develop the capacity to explore theories in depth and to search for teaching materials using information and communication technology (ICT), both individually and in groups.

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

Teaching

The course will consist of a series of interactive lectures as well as individual and in pair practice sessions to design lesson plans on literature in the target language for High and Middle Schools. All lesson plans will then be put into practice, supervised, and revised by the students themselves who will have the chance to test the latest teaching methodologies during their internships. The in-person teaching mode will be supplemented by individual and group practical exercises and in-depth analyses, carried out on the University platform  Moodle.

Course books

Scrivener J. (2011), Learning Teaching, (3rd edition), London: Macmillan Books for Teachers (capp. 6-13-14-15-16);

Spaliviero C. (2020), Educazione letteraria e didattica della letteratura, Venezia: Edizioni Ca’ Foscari, open access https://edizionicafoscari.unive.it/it/edizioni/collane/sail/ .

Assessment

Oral exam. Attending students will be assessed on the basis of their knowledge of the theoretical concepts introduced in the course (30%), their ability to apply their knowledge to the development, analysis and evaluation of FL lessons (50%), their subject-specific communication skills (15%), and their degree of in-class and online participation (5%).

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

Scrivener J. (2011), Learning Teaching, (3rd edition), London: Macmillan Books for Teachers (capp. 6-13-14-15-16);

Spaliviero C. (2020), Educazione letteraria e didattica della letteratura, Venezia: Edizioni Ca’ Foscari, open access https://edizionicafoscari.unive.it/it/edizioni/collane/sail/ ;

Lazar G.(2005), Literature and language teaching, Cambridge: C.U.P.

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%).

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Only attending students have to study the teaching materials available on Moodle. 

The student can request to sit the final exam in English with an alternative bibliography given by the instructor.