For both curricula, the international one and the one focused on the teaching of Italian as a second language, graduates in Languages and Literatures for Teaching and Cultural Professions 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, with the achievement of a high level of proficiency in the first language and an improved level in the second language for the MULTIPLE curriculum or in the single foreign language chosen for the DIL 2 curriculum; 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. The course is one of the core training activities of the Ma programme. The course provides basic knowledge of the phenomena which have led to the emergence and development of various forms of the English language among native speakers, as well as among post-colonial populations of the former British Empire, and among international communities of non-native users of English. The student will develop a deeper understanding of the multifaceted nature of English as an international language, which is intended both as a communication tool and as the object of meta-linguistic reflection. Through the lenses of a cognitive approach, observations on the implications of Global Englishes for the teaching of English as an L2 will also be stimulated. This entails the promotion of a critical reflection on teacher education, which includes the development of the teacher’s ELF awareness within the teaching/learning context.
Curriculum
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. Additional materials will be provided during the course.
Programme
English as an International Language and English Language Teaching 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, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-92. Additional materials will be provided during the course.
Attendance
Attendance is not mandatory, but highly recommended.Type of evaluation
The exam interview will focus on the topics covered in the textbooks. Evaluation criteria for the oral exam: A) Use of the English language: maximum score 10/30 Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register) Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register) Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate) Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate) Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely) B) Content of the exam interview: maximum score 20/30 Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections) Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills) Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence) Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence) Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence) In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam. 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. Additional materials will be provided during the course.
Programme
English as an International Language and English Language Teaching 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, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-92. Additional materials will be provided during the course.
Attendance
Attendance is not mandatory, but highly recommended.Type of evaluation
The exam interview will focus on the topics covered in the textbooks. Evaluation criteria for the oral exam: A) Use of the English language: maximum score 10/30 Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register) Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register) Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate) Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate) Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely) B) Content of the exam interview: maximum score 20/30 Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections) Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills) Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence) Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence) Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence) In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam. 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. Additional materials will be provided during the course.
Programme
English as an International Language and English Language Teaching 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, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-92. Additional materials will be provided during the course.
Attendance
Attendance is not mandatory, but highly recommended.Type of evaluation
The exam interview will focus on the topics covered in the textbooks. Evaluation criteria for the oral exam: A) Use of the English language: maximum score 10/30 Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register) Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register) Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate) Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate) Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely) B) Content of the exam interview: maximum score 20/30 Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections) Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills) Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence) Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence) Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence) In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.