INSTRUCTIONAL DESIGN FOR 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 field of Instructional design and promote the ability to design and develop programmes and curricula for language education as well as teaching/learning materials, learning units/lessons that take into account the variables characterizing a learning/teaching environment: type of target audience and needs, language learning goals and objectives, modes of delivery, underpinning theories of language learning/teaching approaches, educational contexts (formal/non-formal/informal), useful technologies.

Knowledge and understanding:
The student will acquire knowledge and understanding in the field of Instructional Design (curriculum design, materials design, lesson design) and its role in the development, creation and delivery of language education programmes (foreign language/second language) according to diverse variables such as: target audience’s characteristics and needs, type of learning context (formal/non-formal/informal), of delivery modes (on site, on line, etc.), of contents, and technologies involved.

Applying knowledge and understanding:
The student will learn how to analyse, design and develop proposals according to the variables mentioned above.

Making judgements:
The student will know how to make informed and autonomous judgements as to the validity and feasibility of different curriculum/material/lesson proposals.

Communication skills:
The student will be able to communicate clearly and unambiguously his/her reasoning, opinions and ideas, and show mastery of the specific language of the field.

Content pre-requisites:
A basic knowledge of the principles of language education and language teaching is useful.
Those without any previous basic knowledge in these fields can read one of the follwoing texts:
Brown, H.D., (any edition) Teaching by principles : an interactive approach to language pedagogy (from chapter 1 to chapter 8)
Harmer, J. (any edition) The practice of English Language Teaching

Language pre-requisites:
Competence in English (preferably B2 level)

Teaching approaches; curriculum models; syllabus: learning objectives, materials, assessment; learning units and lesson plans; ICT; modes of course delivery (e.g., flipped classroom); language learning activities and tasks.

Texts will follow.

The exam is made up of two parts:
- Paper (50%)
- Written exam (50%)

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.


The paper, a maximum of 5 pages, aims to assess the ability to create a didactic proposal for language education for a given group of students with specific characteristics. It also aims to assess the student’s written argumentative skills.
Criteria for assessment: 1. Pertinence (with respect to the question being answered); 2. Originality, suitability and feasibility of the didactic proposal; 3. Appropriateness of explanations in support of the proposal; 4. Organisational aspects of paper (respect of length limit; appropriate text structure: division into paragraphs, cohesion and coherence, bibliographic references).

The written exam aims to assess knowledge and understanding of the issues in Instructional design. 1 hour time: 11 closed questions (T/F and MC) and 3 open questions.

Added to the final mark:
Attendance on-line lessons: lessons (done within the time indicated) for a maximum of 2 marks (0,4 marks for each lesson)

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

Blended: on-site lessons and on-line asynchronous lessons with forum activities.
The students are kindly required required to participate actively in the class activities and in the on-line forums, so as to develop awareness of theories and practical issues in Instructional design.

English

Please write to the teacher (menegale@unive.it) to receive the access key to the Moodle platform of the course, where you can attend online activities and find all the info and materials of the course. Please indicate as email object: ACCESS KEY INSTRUCTIONAL DESIGN.

Students who are unable to complete the preparation in the classroom will be able to retrieve the study materials on Moodle, which will be, in any case, the same as those of the students who will be present in the classroom.

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