| CODE | LHI5005 | ||||||||
| TITLE | L'insegnamento dell'italiano L2 nel programma scolastico / Teaching Italian L2 within the Curriculum | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | The first part of the study-unit will focus on the importance of the communicative aspect of Italian language teaching and will highlight the fact that competence is not only achieved by improving learners’ grammatical knowledge but also by developing discourse and pragmatic competencies. Students will be made aware that language use varies according to important contextual and cultural variables. The second part of the study-unit will focus on the ability of teaching Italian in plurilingual and multicultural classrooms. The focus will be on two different but equally important dimensions: a) the social and personal dimension, where students will be encouraged to reflect on culture and diversity, on their own ability to interact with others, to accept others’ perspective and perceptions of the world, to mediate between different perspectives and b) the professional dimension, where students will reflect on the new multilingual and multicultural classroom context and the challenges this new context brings to the teaching profession. During the study-unit students will also be introduced to the notion of cross-linguistic mediation. Cross-linguistic mediation is seen as an act of communication involving different languages; as an everyday experience of plurilingual social actors or a direct result of today’s multilingual and multicultural societies; and an important ability to be acquired within the framework of foreign language teaching and learning from a plurilingual and intercultural standpoint. Study-Unit Aims: The main aim of this study-unit is to introduce students to the National Curriculum Framework and particularly to help them familiarise with aspects related to pragmatics, intercultural communication, language mediation and diversity in the classroom. Becoming-teachers are expected to make cross-linguistic reflections, thereby avoiding the narrow perspective of learning Italian for its own sake but as a means to improve the general linguistic skills of their learners. Students will be challenged to ask questions about language and they will be given opportunities to discuss language and cultural diversity. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe and critically appraise, foundation theories of Italian pragmatics and politeness in order to teach such notions. - Show an ability to value different languages and cultures, enabling effective and appropriate communication and cooperation with people of all cultures by participating in group work and discussions on these themes. - Demonstrate knowledge of teacher inquiry & reflective strategies by applying them to classroom related practice. - Identify appropriate language mediation strategies and apply them for the teaching and learning of Italian as a foreign language. 2. Skills: By the end of the study-unit the student will be able to: - On presentation of case studies, identify and correct pragmalinguistic and sociopragmatic errors, showing awareness of the linguistic and cultural conventions that govern language(s). - Design different types of (oral or written) cross-linguistic mediation tasks by presenting samples of such lesson plans and teaching materials.; - Select appropriate texts to be used in mediation tasks on the basis of criteria for each CEFR language proficiency level; - Select and employ assessment tools and techniques in order to check whether learners have developed appropriate language mediation strategies. Main Text/s and any supplementary readings: Main Texts: - A National Curriculum Framework for All (NCF). (2012). Ministry for Education and Employment. (Available online http://curriculum.gov.mt/en/Resources/The-NCF/Documents/NCF.pdf) -Council of Europe (2020), “Common European Framework of Reference for languages: Learning, teaching, assessment. Companion volume”. Available at: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 Supplementary Readings: - Bettoni Camilla (2006), "Usare un’altra lingua. Guida alla pragmatica interculturale", Roma, Laterza. - Nuzzo Elena & Gauci Phyllisienne (2012), "Insegnare la pragmatica in italiano L2", Roma, Carocci Editore. -Caruana, Sandro, Chircop, Karl, Gauci, Phyllisienne, Pace, Mario (eds.) (2021), “Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale”, Atti del VI convegno della Società di Didattica delle Lingue e Linguistica Educativa (DILLE). Collana Studi sull’apprendimento e l’insegnamento linguistico (SAIL), Università Ca’ Foscari: Venezia. Piccardo, E., North, B. and Goodier, T. (2019). Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume. Journal of E-Learning and Knowledge Society, 15(1). Available at: http://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1612/1032 |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first-cycle degree (70 ECTS) in Italian | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Phyllisienne Gauci |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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