DIDACTICS OF ITALIAN LANGUAGE L1, L2, LS

The teaching is one of the basic activities of this course which allow the students to focus deeply on the basic knowledge and comprehension of language teaching. The aim of the teaching is to develop specific knowledge about the theoretical and the methodological bases for the teaching of Italian for foreigners in different situations:

L1: Italian is taught to native Italian speakers who have already acquired it, but must improve their proficiency and get a metalinguistic knowledge of their mother tongue;
L2: Italian is taught to foreigners living in Italy and studying Italian at school (where non only BICS but also CALP is to be taught) or in adult courses; L2 acquisition takes place spontaneously out of the Italian classes, which are necessary to provide frames and schemes where acquired competence may become metalinguistic learning;
FL: there are two situations in Italian studied abroad: "ethnic" language, i.e. the maintenance of Italian by descendants of Italian migrants, and "foreign" language proper, i.e. Italian taught in Departments, Language Centres and other schools.

The students will acquire knowledge and awareness about the teaching/learning of Italian for foreigners in different contexts.

KNOWLEDGE AND COMPREHENSION
How language acquisition works: neuro- and psycholinguistic principles; the contents of language teaching according to the Common European Framework.

APPLICATION OF KNOWLEDGE AND COMPREHENSION
Appication of neuro-psycolinguistic knowledge to the CEF contents by means of appropriate teaching techniques and procedures.

AUTONOMY
Knowing how to organise a course matching the requirements of the context and to evaluate teaching materials.

COMMUNICATIVE ABILITIES
Mastery of the LSP of Language Teaching research.

LEARNING ABILITIES
Note taking, participating in research and work groups, organising autonomous research, carrying out field research

In order to attend the course students should complete their propedeutic bases by reading:
P. E. BALBONI, Le sfide di Babele. Insegnare le lingue nelle società complesse, Torino, Utet, 2019 edition.
There is a video course which can be helpful in www.unive.it/meal.

Different topics are introduced:

1. difference among L1, L2, FL, EL, CL in all types of language teaching contexts;
2. communicative competence models in all types of language teaching contexts;
3. Teaching Italian to foreigners in schools and universities;
4. Teaching BICS and CALP in L2 Italian, especially to migrant students in schools;
5. Teaching FL e EL Italian abroad;
6. Linguistic and teaching certifications for Italian to foreigners.

- BALBONI P.E., Fare Educazione Linguistica, Torino, Utet Università, 2013
- LUISE M. C., Italiano come lingua seconda, Torino, Utet Università, 2006.
- SERRAGIOTTO G., Dalle microlingue disciplinari al CLIL, UTET Libreria, Torino, 2014.
- SERRAGIOTTO G.,La valutazione degli apprendimenti linguistici, Torino, Bonacci-Loescher, 2016.
- SERRAGIOTTO G. (a cura di), CEDILS. Certificazione in didattica dell’italiano a stranieri dell’Università Ca’ Foscari di Venezia, Torino, Loescher, 2020.

Written exam (two hours): multiple choices, open questions (15 points)and creation of teaching materials (15 points) based on the topics faced during the lessons and in bibliography.

The online part can recognize up to three points for the final exam according to the activities carried out.

There is the possibility of carrying out field research consisting in 20-hour L2-Italian teaching to migrants, in schools or in other contexts. Other types of field research can be decided with the teacher. Please don't exceed 10 pages, describing the context and then keeping a log of the sessions: what you planned, what you did, a comment. The part can give 0, 1 or 2 points; it must be sent by email to serragiotto@unive.it at least one week before each session of exams.

Lectures, on line activities, pair work and group work.

Italian

written