Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
English as an International Language: Methodological and Didactic Issues is one of the characterising modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
At the end of the module students will be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.
teacher profile teaching materials
The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.
2. Enrico Grazzi, 2018, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram. ISBN 978-88-6458-178-1
Mutuazione: 20710453 English as an international language: methodological and didactic issues in Lingue e letterature per la didattica e la traduzione LM-37 GRAZZI ENRICO
Programme
English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.
Core Documentation
1. Nicola Galloway and Heath Rose, 2015, Introducing Global Englishes, London: Routledge. ISBN 978-0-415-83532-92. Enrico Grazzi, 2018, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram. ISBN 978-88-6458-178-1
Type of delivery of the course
The course will take place mainly in the form of frontal teaching, with the participation of students in several activities.Type of evaluation
The exam will focus on the topics covered in the textbooks. Evaluation grid of the interview: A) Use of English: maximum grade 10/30 Excellent: 10/30 (no lexicogrammatical errors; rich vocabulary; appropriate linguistic register) Good: 8-9/30 (minor lexicogrammatical errors; rich vocabulary; appropriate linguistic register) Satisfactory: 5-6-7/30 (several lexicogrammatical errors, which do not affect the overall comprehensibility of the interview; sometimes the language register is inadequate) Unsatisfactory: 3-4/30 (several lexicogrammar errors, which do not always affect the overall comprehensibility of the interview; sometimes the language register is inadequate) Very unsatisfactory: 0-2/30 (several lexicogrammar errors, which affect the overall comprehensibility of the interview almost completely) B) Content of the interview: maximum grade 20/30 Excellent: 19-20-20 cum laude/30 (good cohesion and coherence; appropriate references to authors and texts; use of appropriate technical language; good conceptualization; interesting and original personal observations) Good: 9-10-11/30 (good cohesion and coherence; appropriate references to authors and texts; use of appropriate technical language; good conceptualization) Satisfactory: 6-7-8-/30 (adequate knowledge of the topic; satisfactory cohesion and coherence) Unsatisfactory: 3-4-5/30 (unsatisfactory knowledge of the topic; inadequate as regards cohesion and coherence) Very unsatisfactory: 0-1-2/30 (the interview is not consistent; totally inadequate as regards cohesion and coherence) In defining the final mark of the exam, the results of the language test for the C1 level may be take into account.