The aim is to provide a mainly pragmatic introductory approach to English language learning, paying particular attention to the cultural specificity of certain types of text. The main objective is to stimulate reflection on some specialist languages of English, including communication.
With the study of English the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- to know the grammatical, phonetic and syntactic structures of the English language;
- to know the main educational contexts of the English language area.
In terms of ability to apply knowledge and understanding:
- use the English language for comprehension and production of texts;
- use the English language for the main communication exchanges.
In terms of autonomy of judgement:
- be able to evaluate and use independently text materials in English;
- be able to select and manage interpersonal relationships in the field of education.
In terms of communication skills:
- understanding and production of written and oral texts in English;
- English language management of group and collaborative activities.
In terms of learning ability:
- Gain autonomy in self-directed vocabulary and English language content on educational issues;
- Improve the ability to select English language content on the basis of specific educational objectives.
With the study of English the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- to know the grammatical, phonetic and syntactic structures of the English language;
- to know the main educational contexts of the English language area.
In terms of ability to apply knowledge and understanding:
- use the English language for comprehension and production of texts;
- use the English language for the main communication exchanges.
In terms of autonomy of judgement:
- be able to evaluate and use independently text materials in English;
- be able to select and manage interpersonal relationships in the field of education.
In terms of communication skills:
- understanding and production of written and oral texts in English;
- English language management of group and collaborative activities.
In terms of learning ability:
- Gain autonomy in self-directed vocabulary and English language content on educational issues;
- Improve the ability to select English language content on the basis of specific educational objectives.
teacher profile teaching materials
Together with these texts there will be a selection of TED talks dealing with the teaching of English.
The book English for Educators is used to help students acquire familiarity with a specific vocabulary (social studies and education science).
- TED TALKS (list available in a word document on the professor dashboard);
- Extracts from (available at the professor dashboard): Zurer, Barbara. Raising a Bilingual Child A Step-by-step Guide for Parents, New York, Living Language, 2007; Steiner, Naomi & Jayes, Susan, L.,7 Steps to Raising a Bilingual Child, New York, AMACOM, 2009 and other materials).
- Online lessons on formonline
Programme
Lessons will focus on short extracts dealing with biligualism and teaching of English as a L2 in pre-primary school contexts (texts will be available on the department e-platform, formonline). These materials are meant to be both theoretical and linguistic tools; the issues at stake will help enhance a linguistic competence in the specific field of study and can be read as a CLIL project. Texts will be pretexts to deal with the English language, its grammar, its structures and its idiomatic expressions.Together with these texts there will be a selection of TED talks dealing with the teaching of English.
The book English for Educators is used to help students acquire familiarity with a specific vocabulary (social studies and education science).
Core Documentation
- Facchinetti, Roberta e Belladelli, Anna. English for Educators, MILANO: CEDAM. Unità: 1 (Freud); 2 (Piaget); 13 (Dewey); 14 (Montessori); 15 (Freire); 18 (Dalai Lama);- TED TALKS (list available in a word document on the professor dashboard);
- Extracts from (available at the professor dashboard): Zurer, Barbara. Raising a Bilingual Child A Step-by-step Guide for Parents, New York, Living Language, 2007; Steiner, Naomi & Jayes, Susan, L.,7 Steps to Raising a Bilingual Child, New York, AMACOM, 2009 and other materials).
- Online lessons on formonline
Type of delivery of the course
Classes will take place at University Roma Tre. Students' participation will be encouraged; students will take an active role, reading aloud, practicing their linguistic skills and working together speaking in English. Online lessons and materials will be available as support to traditional lessons. In case COVID-19 health emergencies will require further socially distancing and lockdown measures, lessons will be held according to the guidelines the university will provide and will be here available (online). Attendance is not compulsory (except for online pre-recorded lessons that are integral part of the program)Type of evaluation
The exam will be a written exam and will comprehend exercises as: Reading Comprehension / Gap Filling / Cloze test / Open question In the unfortunate event of pandemic emergency persistence due to Covid-19, the exam will be held in written form on Moodle (formonline) and with the support of the e-platform TEAMS.