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.

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 lesson plan on literature
• Practicum: lesson simulation 

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  now 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.
• 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.
• 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, 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 foreigners.

Innovative teaching methods

Pair Work and peer feedback- all lesson plans will be put into practice, supervised, and revised by the students themselves by evaluation grid

Flipped lessons

Moodle - The in-person teaching mode will be supplemented by individual and group practical exercises carried out on the University platform  blended.uniurb.it

Course books

Barone L., Di Sabato B., Manzolillo M., 2021, L'educazione linguistica e letteraria. Un approccio integrato, Utet, Torino

Balboni P. E., Fare educazione linguistica, 2023, Utet, Torino

Assessment

Oral exam: discussion on main concepts introduced during the course and presentation of a project work concerning the creation of a teacning unit.

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

Barone L., Di Sabato B., Manzolillo M., 2021, L'educazione linguistica e letteraria. Un approccio integrato, Utet, Torino

Balboni P.E., Fare educazione linguistica, 2023, Utet, Torino

Maugeri G., Serragiotto, 2024, Lo sviluppo della competenza interculturale nell’insegnamento delle lingue attraverso la letteratura (in moodle.it)

Assessment

Oral exam: NON-attending students will be assessed on the basis of their knowledge of the concepts introduced in the reading materials (40%), their ability to apply their knowledge to the analysis and evaluation of practical teaching cases (50%)  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.