The course Fundamentals of Educational Linguistics LM falls within the characterizing educational activities of the Master's Course in Languages and Literatures for Teaching and Cultural Profession and specifically among the related activities aimed at deepening skills in language teaching.
The course provides:
Knowledge of the fundamentals of language teaching, introduction to the main theoretical hypotheses concerning language learning and the different approaches and methods inspired by them over time. Introduction to the knowledge of second language teaching and the current glottodidactic trends.
Knowledge and skills in the 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 fundamentals of the discipline, the main theoretical assumptions about language learning and the different approaches and methods inspired by them over time; they will know the main aspects of second language teaching; they will understand the processes related to the development of language skills; they will be able to critically evaluate teaching materials, teaching activities and digital teaching technologies.
The course provides:
Knowledge of the fundamentals of language teaching, introduction to the main theoretical hypotheses concerning language learning and the different approaches and methods inspired by them over time. Introduction to the knowledge of second language teaching and the current glottodidactic trends.
Knowledge and skills in the 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 fundamentals of the discipline, the main theoretical assumptions about language learning and the different approaches and methods inspired by them over time; they will know the main aspects of second language teaching; they will understand the processes related to the development of language skills; they will be able to critically evaluate teaching materials, teaching activities and digital teaching technologies.
Curriculum
teacher profile teaching materials
The course then explores in depth the concept of interlanguage, analysing its core characteristics, acquisitional sequences, phenomena of variability and systematicity, and the development of usage competence in both spoken and written language. The role of interaction in language learning processes is also examined, with reference to relationships between native and non-native speakers, input modification and negotiation, and the role of output and corrective feedback in L2 acquisition.
A further section of the course is devoted to the development of listening, speaking, reading, and writing skills, through examples drawn from the languages taught in the Department and from Italian as a second language. Within this perspective, ample space is given to metalinguistic reflection and cross-linguistic comparison, considered fundamental pedagogical resources for enhancing learners’ individual linguistic repertoires and for fostering linguistic awareness.
The programme also addresses the themes of plurilingualism, plural approaches to language education, and intercomprehension among related languages, presenting their main theoretical foundations and selected didactic applications. The final part of the course focuses on the role of teaching in language learning processes, on the main teaching methodologies developed through research, and on the use of digital technologies in language education.
Elisabetta Bonvino, Edith Cognigni e Sandra Garbarino (2024) "Didattica dell'intercomprensione fra lingue affini" .Milano: Mondadori.
Course packets
Programme
The programme addresses, in a progressive and systematic manner, the theoretical and applied foundations of modern language teaching and is calibrated to the number of ECTS credits assigned to the course. In the first part, the concepts of second language and foreign language are introduced, with reference to the main theoretical models of language acquisition and to the distinction between spontaneous and instructed acquisition. Particular attention is paid to the linguistic, cognitive, and sociocontextual factors that influence learners’ acquisitional pathways.The course then explores in depth the concept of interlanguage, analysing its core characteristics, acquisitional sequences, phenomena of variability and systematicity, and the development of usage competence in both spoken and written language. The role of interaction in language learning processes is also examined, with reference to relationships between native and non-native speakers, input modification and negotiation, and the role of output and corrective feedback in L2 acquisition.
A further section of the course is devoted to the development of listening, speaking, reading, and writing skills, through examples drawn from the languages taught in the Department and from Italian as a second language. Within this perspective, ample space is given to metalinguistic reflection and cross-linguistic comparison, considered fundamental pedagogical resources for enhancing learners’ individual linguistic repertoires and for fostering linguistic awareness.
The programme also addresses the themes of plurilingualism, plural approaches to language education, and intercomprehension among related languages, presenting their main theoretical foundations and selected didactic applications. The final part of the course focuses on the role of teaching in language learning processes, on the main teaching methodologies developed through research, and on the use of digital technologies in language education.
Core Documentation
ELisabetta Bonvino, Diego Cortés Velasquez, Anna De Meo e Elisa Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa". Milano: Hoepli.Elisabetta Bonvino, Edith Cognigni e Sandra Garbarino (2024) "Didattica dell'intercomprensione fra lingue affini" .Milano: Mondadori.
Course packets
Type of delivery of the course
The course will be completely delivered in Italian. Furthermore, it will be taught in presence 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
Learning outcomes are assessed through a final oral examination, designed to ascertain whether the expected learning outcomes have been achieved. For students attending the course, there are forms of ongoing assessment, which may include activities carried out during the course and the presentation of an individual or group project; these activities do not count towards the final mark but contribute to the overall assessment. The oral examination, lasting approximately 20 minutes, consists of open-ended questions designed to assess knowledge of the programme’s theoretical content, the ability to understand and critically analyse, the application of concepts to concrete linguistic and educational examples, and the use of appropriate subject-specific vocabulary. The final mark takes into account the level and quality of knowledge acquired, clarity of presentation, the ability to engage in critical analysis and metalinguistic reflection, and the appropriate use of subject-specific language. teacher profile teaching materials
The course then explores in depth the concept of interlanguage, analysing its core characteristics, acquisitional sequences, phenomena of variability and systematicity, and the development of usage competence in both spoken and written language. The role of interaction in language learning processes is also examined, with reference to relationships between native and non-native speakers, input modification and negotiation, and the role of output and corrective feedback in L2 acquisition.
A further section of the course is devoted to the development of listening, speaking, reading, and writing skills, through examples drawn from the languages taught in the Department and from Italian as a second language. Within this perspective, ample space is given to metalinguistic reflection and cross-linguistic comparison, considered fundamental pedagogical resources for enhancing learners’ individual linguistic repertoires and for fostering linguistic awareness.
The programme also addresses the themes of plurilingualism, plural approaches to language education, and intercomprehension among related languages, presenting their main theoretical foundations and selected didactic applications. The final part of the course focuses on the role of teaching in language learning processes, on the main teaching methodologies developed through research, and on the use of digital technologies in language education.
Elisabetta Bonvino, Edith Cognigni e Sandra Garbarino (2024) "Didattica dell'intercomprensione fra lingue affini" .Milano: Mondadori.
Course packets
Programme
The programme addresses, in a progressive and systematic manner, the theoretical and applied foundations of modern language teaching and is calibrated to the number of ECTS credits assigned to the course. In the first part, the concepts of second language and foreign language are introduced, with reference to the main theoretical models of language acquisition and to the distinction between spontaneous and instructed acquisition. Particular attention is paid to the linguistic, cognitive, and sociocontextual factors that influence learners’ acquisitional pathways.The course then explores in depth the concept of interlanguage, analysing its core characteristics, acquisitional sequences, phenomena of variability and systematicity, and the development of usage competence in both spoken and written language. The role of interaction in language learning processes is also examined, with reference to relationships between native and non-native speakers, input modification and negotiation, and the role of output and corrective feedback in L2 acquisition.
A further section of the course is devoted to the development of listening, speaking, reading, and writing skills, through examples drawn from the languages taught in the Department and from Italian as a second language. Within this perspective, ample space is given to metalinguistic reflection and cross-linguistic comparison, considered fundamental pedagogical resources for enhancing learners’ individual linguistic repertoires and for fostering linguistic awareness.
The programme also addresses the themes of plurilingualism, plural approaches to language education, and intercomprehension among related languages, presenting their main theoretical foundations and selected didactic applications. The final part of the course focuses on the role of teaching in language learning processes, on the main teaching methodologies developed through research, and on the use of digital technologies in language education.
Core Documentation
ELisabetta Bonvino, Diego Cortés Velasquez, Anna De Meo e Elisa Fiorenza (2023) "Agire in L2. Processi e strumenti nella linguistica educativa". Milano: Hoepli.Elisabetta Bonvino, Edith Cognigni e Sandra Garbarino (2024) "Didattica dell'intercomprensione fra lingue affini" .Milano: Mondadori.
Course packets
Type of delivery of the course
The course will be completely delivered in Italian. Furthermore, it will be taught in presence 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
Learning outcomes are assessed through a final oral examination, designed to ascertain whether the expected learning outcomes have been achieved. For students attending the course, there are forms of ongoing assessment, which may include activities carried out during the course and the presentation of an individual or group project; these activities do not count towards the final mark but contribute to the overall assessment. The oral examination, lasting approximately 20 minutes, consists of open-ended questions designed to assess knowledge of the programme’s theoretical content, the ability to understand and critically analyse, the application of concepts to concrete linguistic and educational examples, and the use of appropriate subject-specific vocabulary. The final mark takes into account the level and quality of knowledge acquired, clarity of presentation, the ability to engage in critical analysis and metalinguistic reflection, and the appropriate use of subject-specific language.