CdSLINGUISTICA E TRADUZIONE
Codice539LL
CFU6
PeriodoSecondo semestre
LinguaItaliano
| Moduli | Settore/i | Tipo | Ore | Docente/i | |
| GLOTTODIDATTICA | L-LIN/02 | LEZIONI | 36 |
|
The student who completes the course successfully will be able to demonstrate a solid knowledge of:
- the main results of second language acquisition research
- the main approaches, methods and techniques in language teaching
- the main issues relating to plurilingualism and intercultural communication
- the use of technology in language learning
The student who completes the course successfully will be able to demonstrate a solid knowledge of:
- the main results of second language acquisition research and of neuroscience studies on language learning.
- the main approaches, methods and techniques in language teaching.
- the main issues relating to plurilingualism and intercultural communication.
In-course tests. Final oral exam.
In-course tests. Final oral exam.
Further information:
Students who attend the course will be examined on a reduced programme of which they will be notified during the lessons.
Teacher led lessons. Cooperative learning groups. Cooperative mobile learning.
Learning activities:
- attending lectures
- participation in discussions
- individual study
- group work
- ICT assisted study
Attendance: Advised
Teaching methods:
- Lectures
- Task-based learning/problem-based learning/inquiry-based learning
- Cooperative mobile learning.
The course starts with an investigation of the learners’ needs, in order to determine part of the course contents, and covers the major outcomes of second language acquisition research with particular attention to their implications for second language teaching and assessment.
Attention will be dedicated above all to:
- language teaching research
- language teaching approaches, methods and techniques
- the effective use of technology in language learning/teaching
- the relationship between language and culture
- plurilingualism and intercultural communication.
The course starts with an investigation of the learners’ needs, in order to determine part of the course contents, and covers the major outcomes of second language acquisition research with particular attention to their implications for second language teaching and assessment.
Attention will be dedicated above all to:
- language teaching research
- language teaching approaches, methods and techniques
- the effective use of technology in language learning/teaching
- the relationship between language and culture
- plurilingualism and intercultural communication.
1) M. Chini, C. Bosisio, Fondamenti di glottodidattica, Roma 2014 oppure, in alternativa, C. Cervini, A. Valdivieso (a cura di), 2016. Dispositivi formativi e modalità ibride per l'apprendimento linguistico, Bologna 2014.
2) D. Coppola, Parlare, comprendersi, interagire. Glottodidattica e formazione interculturale, Pisa 2009 (Sezione prima: 4 saggi a scelta; Sezione seconda: tutta) oppure, in alternativa, P.E.Balboni, D.Coste, M.Vedovelli, Il diritto al plurilinguismo, Milano 2014.
3) Un testo a scelta tra i seguenti:
P.E. Balboni, Fare educazione linguistica, UTET Università, Novara 2013
M. D'Angelo, Nuove tecnologie per la didattica delle lingue e della traduzione, Roma 2012.
Favaro L., Menegale M. (a cura di), Tecnologie e autonomia nell’apprendimento linguistico, 2014, Tutto il volume (numero monografico della rivista EL.LE, n. 7, 2014 ).
Ch. Hélot, M. Barni, R. Janssens, C. Bagna (a cura di), Linguistic Landscapes, Multilingualism and Social Change, Francoforte, Lang.
P. Mehisto, D. Marsh, M,J. Frigols, Uncovering CLIL :content and language integrated learning in bilingual and multilingual education, Oxford 2008.
J. Richards, T. Rodgers, Approaches and Methods in Foreign Language Teaching, Cambridge 200
M. Vedovelli, Guida all'italiano per stranieri. Dal Quadro Comune Europeo alla Sfida salutare, Carocci 2010.
Students who attend the course will be examined on a reduced programme of which they will be informed during classes.
1) D. Coppola, Parlare, comprendersi, interagire. Glottodidattica e formazione interculturale, Pisa 2009 (Sezione prima: 4 saggi a scelta; Sezione seconda: tutta).
2) C. Cervini, A. Valdivieso (a cura di), 2016. Dispositivi formativi e modalità ibride per l'apprendimento linguistico, Bologna 2014. (Prefazione, Postfazione + 6 articoli a scelta)
3) Un testo a scelta tra i seguenti:
P.E.Balboni, D.Coste, M.Vedovelli, Il diritto al plurilinguismo, Milano 2014.
P.E. Balboni, Fare educazione linguistica, UTET Università, Novara 2013
M. D'Angelo, Nuove tecnologie per la didattica delle lingue e della traduzione, Roma 2012.
Favaro L., Menegale M. (a cura di), Tecnologie e autonomia nell’apprendimento linguistico, 2014, numero monografico della rivista EL.LE, n. 7, 2014 - http://edizionicafoscari.unive.it/riv/exp/46/19/ELLE/7
Ch. Hélot, M. Barni, R. Janssens, C. Bagna (a cura di), Linguistic Landscapes, Multilingualism and Social Change, Francoforte, Lang.
P. Mehisto, D. Marsh, M,J. Frigols, Uncovering CLIL :content and language integrated learning in bilingual and multilingual education, Oxford 2008.
J. Richards, T. Rodgers, Approaches and Methods in Foreign Language Teaching, Cambridge 2001.
Students who attend the course will be examined on a reduced programme of which they will be informed during classes.
Texts indicated in Bibliography concern only non attending students.
Students who attend the course will be examined on a reduced programme of which they will be informed during classes.
Oral exam.
Oral exam
L'inizio del corso di glottodidattica previsto per il 1 marzo è rinviato a causa della sospensione della didattica per le condizioni meteo. Il corso inizierà il giorno 7 marzo.