The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B2 (see Common European Framework of Reference for Languages https://www.coe.int/en/web/common-european-framework-reference-languages). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too, in order to build up didactic units and class laboratory activities, focusing on different goals depending on texts and methodologies applied.
In a European-oriented perspective, the course is structured as to allow the implementation of the students’ inter-cultural and linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
With the study of English Language and Didactics the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.
In terms of applying knowledge and understanding:
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing inclusive education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.
In terms of Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.
In terms of Communication skills:
- - Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.
In a European-oriented perspective, the course is structured as to allow the implementation of the students’ inter-cultural and linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
With the study of English Language and Didactics the student will be able to achieve the following training objectives.
In terms of knowledge and understanding:
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.
In terms of applying knowledge and understanding:
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing inclusive education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.
In terms of Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.
In terms of Communication skills:
- - Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.
teacher profile teaching materials
To foster the ability of recognizing and managing different text types, students will have to read and comment on different samples taken for representative texts of the British pedagogic culture (XIX to XXI century).
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
The Teacher meets the students at the end of classroom. For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it].
– T. PRATCHETT, The Amazing Maurice and His Educated Rodents (any complete original language edition; the reading of the Italian edition as a parallel to the original text is advised) chap. 1-6
– Maria EDGEWORTH, The Purple Jar e The Little Merchants (any complete original language edition) [Italian edition: R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa ed., Roma, 2009] The Purple Jar: all; The Little Merchants: chap. 1-2
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** Methodology texts:
- M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005 (Italian edition available too: L’Inglese per i Docenti della Scuola Primaria)
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- SERRA BORNETO C. (ed.), C’era una volta il metodo, Carocci editore, 1999
- J. HARMER, How to Teach English, Pearson Longman, 2007
Programme
In a European-oriented perspective, the course is structured as to allow the implementation of the students’ inter-cultural and linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.To foster the ability of recognizing and managing different text types, students will have to read and comment on different samples taken for representative texts of the British pedagogic culture (XIX to XXI century).
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.
The Teacher meets the students at the end of classroom. For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [raffaella.leproni@uniroma3.it].
Core Documentation
** Reading texts:– T. PRATCHETT, The Amazing Maurice and His Educated Rodents (any complete original language edition; the reading of the Italian edition as a parallel to the original text is advised) chap. 1-6
– Maria EDGEWORTH, The Purple Jar e The Little Merchants (any complete original language edition) [Italian edition: R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa ed., Roma, 2009] The Purple Jar: all; The Little Merchants: chap. 1-2
–
** Methodology texts:
- M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005 (Italian edition available too: L’Inglese per i Docenti della Scuola Primaria)
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- SERRA BORNETO C. (ed.), C’era una volta il metodo, Carocci editore, 1999
- J. HARMER, How to Teach English, Pearson Longman, 2007
Reference Bibliography
** Grammar texts (optional): - Michael VINCE, Lelio PALLINI, English Grammar Practice for Italian Students, Macmillan & Heinemann OR . M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012 ** Dictionaries (optional): - Bilingual dictionaries: Hazon Garzanti, New Edition, OR F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli. - Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English DictionaryType of delivery of the course
The constant use of English will be encouraged, also through the use of films, videos and other multimedia materials; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analysing different translations of the texts proposed. Pre-reading and post-reading activities, as well as reading and listening comprehension will be practiced all along the course. Students will also be required to autonomously develop a Didactic Unit, individually or in groups; these units (inspired by the reading texts proposed in the programme) will be put into practice during the course, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of CLIL as well.Attendance
In the case of an extension of the COVID-19 emergency measures, all dispositions on the modalities of carrying out of the didactic activities / assessment of the students will be adopted. In particular, the course, available on formonline to support self-learning dynamics, will be integrated by live lessons on Teams.Type of evaluation
The exam test is A) written (consists in: (1) Reading Comprehension, (2) Language Skill Test to ascertain grammar, syntax and lexical-idiomatic competencies); B) oral (consists in the discussion of a Didactic Unit built up by the student basing on the reading and methodology texts suggested). Students documenting they have achieved B2 level through a CLA course or English placement test will be exonerated from part (2) of the test (they still will have to face the Reading Comprehension, as well as the oral part of the exam). * N.B.: Due to the particular modality of the exam and to the learning needs in terms of time, the student will be allowed to undertake the test only once per exam session. In the case of an extension of the COVID-19 emergency measures, all dispositions on the modalities of carrying out of the didactic activities / assessment of the students will be adopted. In particular, the written test will be held online, via Teams/Moodle/Respondus (or any other device provided by and regulated by the Athenaeum.