The course “Educational Linguistics” falls within the domain of the basic learning activities labelled "Philology, General and Applied Linguistics" of the degree course in Languages and Cultural- Linguistic Mediation, specifically the activities aimed at providing basic training in the methods and tools of analysis and reflection proper to language learning and teaching.
The course aims to provide:
Knowledge of the phenomena that characterize the process of language acquisition (first, second and foreign), with particular attention to the linguistic aspects related to the sequences of acquisition and the development of the ability to use: variability, systematicity and factors internal and external to the individual that affect the path of acquisition.
Knowledge of the characteristics of the interaction between native and non-native speaker, and of its effects on the acquisition of L2: modifications and negotiation of input, role of output and feedback.
Knowledge of the process of developing competence in the use of a foreign language, with attention to the role of context, input, as well as the learning strategies involved.
Knowledge of the processes of developing language skills, through examples of the various languages taught in the Department and in Italian schools, including Italian for foreigners.
Development of the metalinguistic reflection, in a transversal way, giving particular importance to the comparison between languages and to the valorization of the linguistic repertoire of the learners.
Knowledge of the role of teaching in language learning, with particular reference to the main teaching methodologies developed in research, to optimize and enhance learning processes, including through the use of new digital technologies.
Expected learning outcomes: students will know the research on spontaneous and guided learning of foreign languages and the aspects related to the order of acquisition; they will be able to carry out metalinguistic reflections; they will be aware of their linguistic repertoire and will know how to use the comparison between languages to optimize their learning; they will know the processes of learning and use of the foreign language, the role of context and learning strategies; they will know the processes of listening, speaking, reading and writing of foreign languages and Italian L2; they will know the main methodologies and technologies for teaching.
The course aims to provide:
Knowledge of the phenomena that characterize the process of language acquisition (first, second and foreign), with particular attention to the linguistic aspects related to the sequences of acquisition and the development of the ability to use: variability, systematicity and factors internal and external to the individual that affect the path of acquisition.
Knowledge of the characteristics of the interaction between native and non-native speaker, and of its effects on the acquisition of L2: modifications and negotiation of input, role of output and feedback.
Knowledge of the process of developing competence in the use of a foreign language, with attention to the role of context, input, as well as the learning strategies involved.
Knowledge of the processes of developing language skills, through examples of the various languages taught in the Department and in Italian schools, including Italian for foreigners.
Development of the metalinguistic reflection, in a transversal way, giving particular importance to the comparison between languages and to the valorization of the linguistic repertoire of the learners.
Knowledge of the role of teaching in language learning, with particular reference to the main teaching methodologies developed in research, to optimize and enhance learning processes, including through the use of new digital technologies.
Expected learning outcomes: students will know the research on spontaneous and guided learning of foreign languages and the aspects related to the order of acquisition; they will be able to carry out metalinguistic reflections; they will be aware of their linguistic repertoire and will know how to use the comparison between languages to optimize their learning; they will know the processes of learning and use of the foreign language, the role of context and learning strategies; they will know the processes of listening, speaking, reading and writing of foreign languages and Italian L2; they will know the main methodologies and technologies for teaching.
Canali
teacher profile teaching materials
The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.
1st Semester program
prima parte corso da 12 CFU del secondo anno
First year course (6 credits) – First part of a 12-credits second-year course
Primi 4 capitoli del volume:
Chapters 1-4 from:
Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
Course packet about interlanguage
Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle). This text can be substituted with the chapters 1-4 of the course packet available here
Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Programma II semestre:
Second part – Second-year course (12 credits)
Papers on intercomprehension:
1) Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari. (fino a pag. 22) https://edizionicafoscari.unive.it/media/pdf/book/978-88-6969-135-5/978-88-6969-135-5.pdf
2) Articolo - Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
3) Pre-print sulla Didattica plurilingue e gli approcci plurali (facoltativo).
Selected chapters from:
Bonvino, Cortés e De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli. Preprint
Mutuazione: 20703253 DIDATTICA DELLE LINGUE MODERNE LLE in Lingue e mediazione linguistico-culturale L-12 A - L BONVINO ELISABETTA
Programme
The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.
Core Documentation
Programma I semestre:1st Semester program
prima parte corso da 12 CFU del secondo anno
First year course (6 credits) – First part of a 12-credits second-year course
Primi 4 capitoli del volume:
Chapters 1-4 from:
Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
Course packet about interlanguage
Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle). This text can be substituted with the chapters 1-4 of the course packet available here
Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Programma II semestre:
Second part – Second-year course (12 credits)
Papers on intercomprehension:
1) Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari. (fino a pag. 22) https://edizionicafoscari.unive.it/media/pdf/book/978-88-6969-135-5/978-88-6969-135-5.pdf
2) Articolo - Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
3) Pre-print sulla Didattica plurilingue e gli approcci plurali (facoltativo).
Selected chapters from:
Bonvino, Cortés e De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli. Preprint
Type of delivery of the course
LECTURES AND DATA ANALYSIS SESSIONS.Attendance
The attendance of courses is not mandatory. Students are encouraged to attend classes and to meet the professor during her office hours or to contact her by e-mail for any learning problems that arise during the course. Students not attending classes are required to study the same program as the attending students.Type of evaluation
The exam aims to assess the student’s understanding of theoretical fundamentals of the subject and the ability to apply them in concrete cases of linguistic analysis. The exam consist of a written test of about 10 questions, to be carried out within 1 hour. The questions contained in the exam are of a different nature: some are open, others closed, others with multiple answers; some are of a theoretical nature, others of a more practical nature. The latter type consists of analysis exercises aimed at verifying the student's ability to apply the theoretical knowledge acquired. The questions concern all the topics of the program, both those deepened during the frontal lessons, and those left to the student’s individual study and personal reflection. In addition to the number of correct answers, the formal suitability and expressive clarity of the answers will also be a subject of evaluation. Therefore, those who express an organic and complete view of the themes in the examination program, demonstrating expressive mastery and knowledge of the specific language of the subject matter, as well as possession of adequate analytical skills, will achieve the highest grades. teacher profile teaching materials
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common European Framework.
- Chapters 1-4 from: Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
- Course packet about interlanguage
– Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle).
Second part
– Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari.
– Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
– Preprint, selected chapters: Bonvino, Cortés Velásquez, De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli
– Selected chapters of Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Mutuazione: 20703253 DIDATTICA DELLE LINGUE MODERNE LLE in Lingue e mediazione linguistico-culturale L-12 M - Z CORTES VELASQUEZ DIEGO EDISSON
Programme
The following topics will be covered during the course:1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common European Framework.
Core Documentation
First part- Chapters 1-4 from: Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
- Course packet about interlanguage
– Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle).
Second part
– Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari.
– Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
– Preprint, selected chapters: Bonvino, Cortés Velásquez, De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli
– Selected chapters of Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Type of delivery of the course
Lectures and data analysis sessions.Attendance
The attendance of courses is not mandatory. Students are encouraged to attend classes and to meet the professor during her office hours or to contact her by e-mail for any learning problems that arise during the course. Students not attending classes are required to study the same program as the attending students.Type of evaluation
The exam aims to assess the student’s understanding of the theoretical fundamentals of the subject matter and the ability to apply them in concrete cases of linguistic analysis. The exam consists of a written test of about 10 questions, to be carried out within 1 hour. The questions contained in the exam are of a different nature: some are open, others closed, others with multiple answers; some are of a theoretical nature, others of a more practical nature. The latter type consists of analysis exercises aimed at verifying the student's ability to apply the theoretical knowledge acquired. The questions concern all the topics of the program, both those deepened during the frontal lessons, and those left to the student’s individual study and personal reflection. In addition to the number of correct answers, the formal suitability and expressive clarity of the answers will also be a subject of evaluation. Therefore, those who express an organic and complete view of the themes in the examination program, demonstrating expressive mastery and knowledge of the specific language of the subject matter, as well as possession of adequate analytical skills, will achieve the highest grades. teacher profile teaching materials
The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.
1st Semester program
prima parte corso da 12 CFU del secondo anno
First year course (6 credits) – First part of a 12-credits second-year course
Primi 4 capitoli del volume:
Chapters 1-4 from:
Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
Course packet about interlanguage
Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle). This text can be substituted with the chapters 1-4 of the course packet available here
Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Programma II semestre:
Second part – Second-year course (12 credits)
Papers on intercomprehension:
1) Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari. (fino a pag. 22) https://edizionicafoscari.unive.it/media/pdf/book/978-88-6969-135-5/978-88-6969-135-5.pdf
2) Articolo - Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
3) Pre-print sulla Didattica plurilingue e gli approcci plurali (facoltativo).
Selected chapters from:
Bonvino, Cortés e De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli. Preprint
Programme
The following topics will be covered during the course:
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common european framework.
Core Documentation
Programma I semestre:1st Semester program
prima parte corso da 12 CFU del secondo anno
First year course (6 credits) – First part of a 12-credits second-year course
Primi 4 capitoli del volume:
Chapters 1-4 from:
Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
Course packet about interlanguage
Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle). This text can be substituted with the chapters 1-4 of the course packet available here
Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Programma II semestre:
Second part – Second-year course (12 credits)
Papers on intercomprehension:
1) Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari. (fino a pag. 22) https://edizionicafoscari.unive.it/media/pdf/book/978-88-6969-135-5/978-88-6969-135-5.pdf
2) Articolo - Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
3) Pre-print sulla Didattica plurilingue e gli approcci plurali (facoltativo).
Selected chapters from:
Bonvino, Cortés e De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli. Preprint
Reference Bibliography
-Type of delivery of the course
LECTURES AND DATA ANALYSIS SESSIONS.Attendance
The attendance of courses is not mandatory. Students are encouraged to attend classes and to meet the professor during her office hours or to contact her by e-mail for any learning problems that arise during the course. Students not attending classes are required to study the same program as the attending students.Type of evaluation
The exam aims to assess the student’s understanding of theoretical fundamentals of the subject and the ability to apply them in concrete cases of linguistic analysis. The exam consist of a written test of about 10 questions, to be carried out within 1 hour. The questions contained in the exam are of a different nature: some are open, others closed, others with multiple answers; some are of a theoretical nature, others of a more practical nature. The latter type consists of analysis exercises aimed at verifying the student's ability to apply the theoretical knowledge acquired. The questions concern all the topics of the program, both those deepened during the frontal lessons, and those left to the student’s individual study and personal reflection. In addition to the number of correct answers, the formal suitability and expressive clarity of the answers will also be a subject of evaluation. Therefore, those who express an organic and complete view of the themes in the examination program, demonstrating expressive mastery and knowledge of the specific language of the subject matter, as well as possession of adequate analytical skills, will achieve the highest grades. teacher profile teaching materials
1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common European Framework.
- Chapters 1-4 from: Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
- Course packet about interlanguage
– Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle).
Second part
– Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari.
– Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
– Preprint, selected chapters: Bonvino, Cortés Velásquez, De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli
– Selected chapters of Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Programme
The following topics will be covered during the course:1) Second Language Acquisition and learning;
2) Plurilingualism, multilingualism, bilingualism;
3) Interlanguage;
4) Input and acquisition;
5) Development of language skills: Listening, reading, speaking and writing;
6) Intercomprehension;
7) Assessment and certification of language skills;
8) The Common European Framework.
Core Documentation
First part- Chapters 1-4 from: Andorno, Valentini e Grassi (2017) Verso una nuova lingua. Capire l’acquisizione di L2, Torino, Utet
- Course packet about interlanguage
– Common European Framework of Reference (Chapters 1-4, links to English and other versions are available on Moodle).
Second part
– Bonvino e Jamet, 2016, “Storia, strategia e sfide di una disciplina in espansione” in Bonvino e Jamet, Intercomprensione: lingue, percorsi, progetti. SAIL: Ca’ Foscari.
– Bonvino e Cortés Velásquez, 2016, Il lettore plurilingue. LEND: 4.
– Preprint, selected chapters: Bonvino, Cortés Velásquez, De Meo (2021), Comprendere e produrre nelle lingue seconde, Milano, Hoepli
– Selected chapters of Companion Volume https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Type of delivery of the course
Lectures and data analysis sessions.Attendance
The attendance of courses is not mandatory. Students are encouraged to attend classes and to meet the professor during her office hours or to contact her by e-mail for any learning problems that arise during the course. Students not attending classes are required to study the same program as the attending students.Type of evaluation
The exam aims to assess the student’s understanding of the theoretical fundamentals of the subject matter and the ability to apply them in concrete cases of linguistic analysis. The exam consists of a written test of about 10 questions, to be carried out within 1 hour. The questions contained in the exam are of a different nature: some are open, others closed, others with multiple answers; some are of a theoretical nature, others of a more practical nature. The latter type consists of analysis exercises aimed at verifying the student's ability to apply the theoretical knowledge acquired. The questions concern all the topics of the program, both those deepened during the frontal lessons, and those left to the student’s individual study and personal reflection. In addition to the number of correct answers, the formal suitability and expressive clarity of the answers will also be a subject of evaluation. Therefore, those who express an organic and complete view of the themes in the examination program, demonstrating expressive mastery and knowledge of the specific language of the subject matter, as well as possession of adequate analytical skills, will achieve the highest grades.