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
A substantial part of the course is devoted to intercomprehension among related languages, considered both as a receptive competence and as a pedagogical perspective within plurilingual education.
The course content is organised into two main thematic areas:
1. Educational linguistics and L2 learning
o Processes of language acquisition and learning
o Interlanguage and the development of linguistic competence
o Linguistic data analysis in educational contexts
o Tools and practices for observing learning processes
2. Intercomprehension and plurilingual education
o Theoretical foundations of intercomprehension among Romance languages
o The role of inference, transparency and receptive strategies
o The Common European Framework of Reference for Languages and the Companion Volume
o Didactic applications of intercomprehension and éveil aux langues
The course consists of lectures combined with sessions devoted to linguistic data analysis and guided reflection on teaching materials.
• Handouts on interlanguage and additional materials provided through the Teams platform.
• Bonvino, E., Garbarino, S. (2022). Intercomprensione. Bologna/Cesena: Caissa.
• Council of Europe (2001). Common European Framework of Reference for Languages.
• Council of Europe (2018). CEFR Companion Volume (Italian version available on the Teams platform).
• Further articles and materials available in the course folder on the Teams platform.
Mutuazione: 20703253 DIDATTICA DELLE LINGUE MODERNE LLE in Lingue e mediazione linguistico-culturale L-12 R A - L BONVINO ELISABETTA, Zini Daniela
Programme
The course addresses the main processes and tools of educational linguistics, with a specific focus on second language (L2) learning and use, as well as on teaching approaches aimed at supporting language development.A substantial part of the course is devoted to intercomprehension among related languages, considered both as a receptive competence and as a pedagogical perspective within plurilingual education.
The course content is organised into two main thematic areas:
1. Educational linguistics and L2 learning
o Processes of language acquisition and learning
o Interlanguage and the development of linguistic competence
o Linguistic data analysis in educational contexts
o Tools and practices for observing learning processes
2. Intercomprehension and plurilingual education
o Theoretical foundations of intercomprehension among Romance languages
o The role of inference, transparency and receptive strategies
o The Common European Framework of Reference for Languages and the Companion Volume
o Didactic applications of intercomprehension and éveil aux langues
The course consists of lectures combined with sessions devoted to linguistic data analysis and guided reflection on teaching materials.
Core Documentation
• Bonvino, E., Cortés Velásquez, D., De Meo, A., Fiorenza, E. (2023). Agire in L2. Processi e strumenti nella linguistica educativa. Milan: Hoepli.• Handouts on interlanguage and additional materials provided through the Teams platform.
• Bonvino, E., Garbarino, S. (2022). Intercomprensione. Bologna/Cesena: Caissa.
• Council of Europe (2001). Common European Framework of Reference for Languages.
• Council of Europe (2018). CEFR Companion Volume (Italian version available on the Teams platform).
• Further articles and materials available in the course folder on the Teams platform.
Attendance
Attendance is not mandatory. Non-attending students are required to study the same syllabus as attending students. All students are encouraged to contact the professor during office hours or by e-mail in case of learning difficulties; online meetings are also possibleType of evaluation
Assessment consists of a written examination lasting approximately one hour, made up of about ten questions. The exam includes different types of questions: open-ended questions, closed questions and multiple-choice items; both theoretical questions and practical analysis exercises are included in order to assess students’ ability to apply the concepts acquired. Questions cover all the topics included in the course syllabus, both those addressed during lectures and those assigned for individual study. Assessment criteria include: • accuracy and completeness of answers; • ability to establish coherent connections between course contents; • formal appropriateness and clarity of expression; • appropriate use of disciplinary terminology. The highest grades are awarded to students who demonstrate a comprehensive and coherent understanding of the course topics together with well-developed analytical skills.Mutuazione: 20703253 DIDATTICA DELLE LINGUE MODERNE LLE in Lingue e mediazione linguistico-culturale L-12 R A - L BONVINO ELISABETTA, Zini Daniela
teacher profile teaching materials
Input, output and interaction
Common European Framework of Reference
Intercomprehension
Listening
Speaking
Writing
Bonvino E., Garbarino S. (2022). Intercomprensione. Cesena. Caissa.
Common European Framework of Reference – Companion Volume.
Course packets provided by the instructor.
Mutuazione: 20703253 DIDATTICA DELLE LINGUE MODERNE LLE in Lingue e mediazione linguistico-culturale L-12 R M - Z CORTES VELASQUEZ DIEGO EDISSON
Programme
Language learning and acquisitionInput, output and interaction
Common European Framework of Reference
Intercomprehension
Listening
Speaking
Writing
Core Documentation
Bonvino E., Cortés Velásquez D., De Meo A., Fiorenza E. (2023). Agire in L2. Processi e strumenti nella linguistica educativa. Milano. Hoepli.Bonvino E., Garbarino S. (2022). Intercomprensione. Cesena. Caissa.
Common European Framework of Reference – Companion Volume.
Course packets provided by the instructor.
Type of delivery of the course
The course will be completely delivered in Italian. Furthermore, the lectures will be in person and will require the active participation of students.Attendance
Attendance is not mandatory. All students may use the many instructional materials that will be available online. However, only those who attend will be admitted to the in-class activities and the ongoing evaluation.Type of evaluation
The assessment is carried out through a 90-minute written test. The test includes several open-ended questions. The final grade, expressed out of thirty, is assigned according to the following criteria: • Completeness and relevance of the answers: 0–9 points • Adequacy of the content: 0–9 points • Clarity of expression: 0–6 points • Appropriate use of the subject-specific technical vocabulary: 0–6 points At the end of the first semester, an optional midterm test is offered. It has a structure similar to the final exam but covers only the content of the first half of the course. The assessment criteria are the same as those used for the final exam. Students who pass the midterm are exempt from the first part of the final exam. The final grade will be calculated as the average of the midterm grade and the grade obtained in the second part of the final exam.