THEORIES OF LANGUAGE EDUCATION

This is one of the main activities of the degree course in Language Sciences where students can acquire knowledge and understanding in the field of Educational Linguistics with reference to second/foreign languages.
The specific goal of the course is to develop knowledge and understanding in the theories of language education and make students reflect on the the methodological innovations that characterise second and foreign language teaching today.

Knowledge and understanding
The student will acquire knowledge and understanding regarding the concept of language education in Europe and Italy, from its origins to current new challenges and orientations; the student will also acquire awareness in issues related to instructional design of plurilingual language education programmes.

Skills/competences
The student will acquire skills to elaborate learning units in the spirit of a plurilingual language education policy, basing on suitable language teaching approaches and taking into consideration different learning objectives, different language skills, different learners/school levels and different languages.

Making judgements
The student will know how make informed and autonomous judgements as to the validity and feasibility of different proposals for foreign language teaching and understand the effects of these on language learning outcomes.

Communication skills
The student will be able to communicate clearly and unambiguously his reasoning, his opinions and ideas.

Basic knowledge in Educational Linguistics/Language Teaching Methodology. For those who need it, please read Balboni, P.E., 2018, A theoretical framework for language education and teaching, Newcastle upon Tyne: Cambridge Scholars Publishing.

Competence in English (preferably B2 level)

Historical development of the concept of language education in Italy and Europe.
Current European language policies with respect to language education.
Programmes of language education for the development of multilinguism/plurilingualism: Language Awareness; Eveil aux langues; Intercomprehension; Content and Language Integrated Learning (CLIL).
Main issues implied in instructional design for plurilingual language education.

The student may choose whether to study texts in Italian or in English, provided that all the course contents are included in his/her choice.

Texts in Italian:
-Balboni, P.E., 2009, Storia dell’educazione linguistica in Italia, Torino, UTET Università.
-Cognini, E. 2020, Il plurilinguismo come risorsa, Pisa, Edizioni ETS.
-Consiglio d'Europa, 2002, Quadro Comune Europeo di Riferimento per le Lingue, Firenze, Oxford University Press/La Nuova Italia.
-Consiglio d’Europa, 2020, Compendium Volume: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4


Texts in English:
-Chamot, A.U., Verris, V., 2019, Learning strategy instruction in the language classroom: issues and perspectives, Bristol, Multilingual Matters.
-Council of Europe, 2002, Common European Framework of Reference for Languages: https://rm.coe.int/1680459f97
-Council of Europe, 2020, Compendium Volume: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
-Narcy-Combes, J.P. et al. (2019), Language Learning and Teaching in a Multilingual World, Bristol, Multilingual Matters.

Further reading
Further study materials will be suggested and included on the Moodle course platform, during the course.

The exam is made of two compulsory parts:

1) Paper for all students (50%)
The Paper (max. 5 pages) aims to assess the ability to analyse and discuss one of the main current issues in the field of language education and plurilingualism. The topic will be chosen by the student among a range of topics suggested by the teacher.

2) Written exam for all students (50%)
The written exam aims to assess knowledge and awareness concerning developments in the field of language education. It will last 1 hour and will consist of 3 open questions focusing on aspects dealt with in class. The student is required to answer 3 questions out of 5 (at their choice).

The student must reach a mark of min. 18/30 on each part.
The student can sit the written part of the exam only if s/he has already handed in the paper.
The student can keep the mark of one part of the exam and re-sit the other part of the exam if this was not passed or the mark is refused.

Added to the final mark:
Attendance on-line lessons: 7 lessons (done within the time indicated) for a maximum of 2 marks (0,3 marks for each lesson)

Criteria for 30L:
total sum 30/31 = 30
total sum 32/33 = 30L

Blended: 8 on-site lessons and 7 on-line asynchronous lessons with forum activities.
The students will be required to participate actively in the class activities and in the on-line forums, so as to develop awareness of theories and practical issues related to plurilingual language education.

English

Those who do not attend lessons are kindly requested to contact the lecturer to receive the access key to the Moodle platform of the course where all the materials used during the lessons are to be found: menegale@unive.it, writing as subject: ACCESS KEY THEORIES OF LE

It is advisable to attend Theories of Language Education course before attending Instructional Design for Language Education course, in case one is interested in attending both courses.

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development