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 (plural approaches, multiliteracies, etc.)

Skills/competences
The student will acquire skills to elaborate teaching proposals 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 before the course:
Balboni, Le sfide di Balele, UTET (any edition since 2015)
or
Harmer, J., The Practice of English Language Teacher. Pearson. (any edition).

Competence in English (B2 level)

Historical development of the concept of language education in Italy and Europe.
Main theories on language learning and teaching.
Current European language policies with respect to language education.
Programmes of language education for the development of multilinguism/plurilingualism, eg., Intercomprehension and Content and Language Integrated Learning (CLIL).

Brown H.D., Lee, H. (2015), Teaching by Principles: An interactive approach to Language Pedagogy (4th Edition). Pearson.
A copy of the volume will be available (reading only) in our library. Other editions are also accepted as long as contents are fully covered.
Further study materials will be indicated during the course and included on the Moodle course platform.

The exam is written and aims to assess the knowledge and awareness acquired by the student regarding developments in the field of language education.
It consists of:
- Open questions (15 points) aiming at assessing knowledge of key theories and developments in language education, as well as ability to apply critical thinking and provide personal interpretations. Students are expected to showcase an understanding of the course materials and their broader implications.
- A Practical part (15 points) involving analysis of teaching materials and classroom practices to assess students' ability to evaluate teaching proposals critically. Students must demonstrate an understanding of the principles of (pluri)language education and offer informed judgments on the effectiveness of the activities/materials presented.

In addition to the grade obtained in the exam, 1 point is added as recognition for attendance (not compulsory) to online classes. To obtain 1 point, the student must attend at least 4 out of 5 online classes with a positive outcome.

written

- Open questions (max. 15 points)
- Practical part (max.15 points)
In addition to the grade obtained in the exam, 1 point is added as recognition for attendance (not compulsory) to online classes. To obtain 1 point, the student must attend at least 4 out of 5 online classes with a positive outcome.

Final Grade and Description
18-20: Basic knowledge of developments in language education. Limited understanding of course materials and difficulties in applying critical thinking. The analysis and/or creation of teaching paths is generic or lacks depth.
21-23: Fair mastery of key concepts. Satisfactory ability to apply critical thinking, with an analysis of teaching practices that demonstrates an understanding of language education principles.
22-26: Good understanding of the topics covered, with clear and structured knowledge of the subject matter. A critical reflection on language education theories emerges, along with a good ability to evaluate and design effective teaching paths.
27-28: Solid understanding of the topics covered and ability to develop well-supported judgments on teaching methodologies. Well-developed critical approach with appropriate practical applications.
29-30: Excellent knowledge of language education theories and practices. Outstanding ability to connect theories and teaching practices, with well-structured and innovative teaching proposals.
30 with Honors: Original and brilliant work, with a significant personal contribution to theoretical reflection and teaching practice.

Blended: 10 on-site lessons and 5 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.

All the students 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 LANGUAGE EDUCATION
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.

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.

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