Università Roma Tre

Objectives

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. Didáctica del español como lengua extranjera/ Teaching Spanish as a foreign language is one of the characterising educational activities of the degree course. The course provides advanced knowledge on the didactics of the Spanish language and enables the consolidation of linguistic-linguistic skills, which are also applicable to the intersemiotic and intermedial dimension. It also enables students to further consolidate written and oral communication skills at an advanced level (C1+ of the CEFR ) and, by applying the tools for metalinguistic analysis at the various levels (phonetic-phonological, morphological, syntactic, pragmatic and semantic), to develop methodological tools that can be used in teaching application, while refining transversal skills aimed at the formation of an autonomous critical judgement and an independent and flexible use of the critical tools acquired. The student should be able to: communicate effectively in language in specialised and popular contexts; analyse autonomously, from a glottodidactic and intercultural perspective, different types of text, including literary texts; adapt texts for didactic purposes (e.g. select text material, evaluate and adapt it to different educational and popular contexts, elaborate materials for language learning, use lexicographic, computer and glottodidactic tools, etc.); recognise linguistic varieties and elaborate effective glottodidactic strategies in the context of different media; recognise the potential of literary texts and adapt their types for cultural events and didactic contexts; apply theoretical and methodological tools; apply theoretical and methodological tools to the teaching of the language. ); recognising linguistic varieties and developing effective glottodidactic strategies in the context of different media; recognising the potential of literary texts and adapting their typology for cultural events and educational contexts; applying theoretical and methodological tools to the context of didactics. Requirements: Students must have already taken Argumentation.

Curriculum

Multilinguismo e patrimoni letterari per la Didattica e le professioni culturali (MULTIPLE)

Information

LEONETTI FRANCESCA

teacher profile | teaching materials

Programme

The course focuses on the design and development of innovative teaching materials through the use of new technologies and an eclectic, action-oriented approach. The theatrical text represents the core of the course and is used to explore its potential in language learning and translation for pedagogical purposes, with particular attention to the relationship between theatre and education. From this perspective, theatre is conceived as a space for linguistic, intersemiotic, and communicative experimentation, aimed at developing communicative, textual, and intercultural competence, as well as applied translation skills, metalinguistic awareness, and sensitivity to linguistic variation and to the relationship between text, voice, body, and performance.

Core Documentation

1. 1) Manuali e saggi
-Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, n. 26 (2017), págs. 163-192. (disponibile online)
-Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
-Fernández, Sonsoles (coord), Tareas y proyectos en clase, Madrid, Edinumen, 2009.
-Camps, Anna, “La investigación en Didáctica de la Lengua en la encrucijada de muchos caminos”, Revista Iberoamericana de educación, n. 59 (2012), pp. 23-41.
2. Testi
-José Sanchis Sinisterra, ¡Ay, Carmela!, a cura di Renata Londero e Simone Trecca, Roma, Nova Delphi, 2026.
-Carmen Losa, La sfera che ci contiene, a cura di Francesca Leonetti, Roma, Nova Delphi, 2024.

3. Dossier di materiale critico e di supporto a cura della docente, fornito durante il corso mediante piattaforma Moodle/Teams.
4. Bibliografia di Riferimento
-Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)
-Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/) Un Quadro di
-Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)
-Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
-Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo  Italiano, Bologna, Clueb, 2012.
-Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.

Attendance

Active and consistent participation in class is strongly recommended to ensure adequate preparation for the final exam and completion of ongoing assessments, which are essential for achieving the linguistic and teaching competences outlined in the course objectives. Students are considered attending students if they actively participate in at least 75% of classes and complete all assigned activities and intermediate tests. Non-attending students must contact the lecturer at least two months before the exam session they intend to take, in order to agree—during a meeting—on any additional components to the programme that compensate for the content and methodological tools covered in class. Non-attending students must also complete the tests and exercises made available on Teams/Moodle for self-study, along with the corresponding assessments agreed upon during the initial meeting. The final evaluation always includes passing an oral exam.

Type of evaluation

For attending students, continuous assessment in itinere based on classroom activities and on the design and submission of a Teaching Unit (UDA), which together account for 70% of the final grade. The remaining 30% is based on the assessment of competences acquired during the oral exam. For non-attending students, the final assessment is based on the completion of the activities described in the Attendance section and on passing an oral exam in Spanish.

Didattica dell’Italiano L2 (DIL 2)