The course “ Educational Linguistics B LM” (Module "Tools and Methods in Teaching plurilingualism") falls within the complementary learning activities of the Master's Course in Modern Languages for International Communication, and specifically among the related activities aimed at deepening skills in language teaching.
The course provides:
In-depth knowledge of the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time.
Deepening of the knowledge related to the teaching of Italian L2 and of the current trends in language learning, with particular reference to language education in a plurilingual perspective and to intercomprehension.
Knowledge of the main results obtained by research in the field of assessment, testing and certification of language skills.
Knowledge and skills in the field of design and development of language teaching activities.
Critical analysis of the potential and use of technological and digital tools for language teaching and learning.
Expected learning outcomes: students will know the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time; they will know the main aspects of the teaching of Italian as L2 and the processes of evaluation and certification of skills; they will understand the processes related to the development of receptive skills and the intercomprehension of Romance languages; they will be able to propose teaching activities and critically evaluate teaching materials and digital teaching technologies.
teacher profile | teaching materials


The course focuses on listening skills in L2, teaching listening in L2 and the relationship between listening and intercomprehension.

Core Documentation

One volume:
1) Cortés Velásquez, Diego (2015). Intercomprensione orale: ricerca e pratiche didattiche. Firenze: Le Lettere.

4 Artiles on listening comprehension in L2 :

1) Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas Royal: Research on youth and language, 4(1), 35–50.

2) Rost, M. (2011). Commentary: i’m only trying to help: a role for interventions in teaching listening. Language Learning & Technology http://llt.msu.edu/vol11num1/rost February 2007, Volume 11, Number 1 pp. 102-108

3) Goh, Ch. (2008) Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications http://RELC.sagepub.com

4) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research . Cambridge Journals Cambridge University Press 191-210

Type of delivery of the course


Type of evaluation

Online oral exams; video conference on Microsoft Teams.