Programme

English as an International Language: Methodological and Didactic Issues 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 978-0-415-83532-9

2. Enrico Grazzi, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram, 2018. ISBN 978-88-6458-178-1

Type of delivery of the course

The course will take place mainly in the form of frontal teaching, with the participation of students in several activities.

Type of evaluation

The exam will focus on the topics covered in the textbooks. Evaluation grid of the interview: A) Use of English: maximum grade 10/30 Excellent: 10/30 (no lexicogrammatical errors; rich vocabulary; appropriate linguistic register) Good: 8-9/30 (minor lexicogrammatical errors; rich vocabulary; appropriate linguistic register) Satisfactory: 5-6-7/30 (several lexicogrammatical errors, which do not affect the overall comprehensibility of the interview; sometimes the language register is inadequate) Unsatisfactory: 3-4/30 (several lexicogrammar errors, which do not always affect the overall comprehensibility of the interview; sometimes the language register is inadequate) Very unsatisfactory: 0-2/30 (several lexicogrammar errors, which affect the overall comprehensibility of the interview almost completely) B) Content of the interview: maximum grade 20/30 Excellent: 19-20-20 cum laude/30 (good cohesion and coherence; appropriate references to authors and texts; use of appropriate technical language; good conceptualization; interesting and original personal observations) Good: 9-10-11/30 (good cohesion and coherence; appropriate references to authors and texts; use of appropriate technical language; good conceptualization) Satisfactory: 6-7-8-/30 (adequate knowledge of the topic; satisfactory cohesion and coherence) Unsatisfactory: 3-4-5/30 (unsatisfactory knowledge of the topic; inadequate as regards cohesion and coherence) Very unsatisfactory: 0-1-2/30 (the interview is not consistent; totally inadequate as regards cohesion and coherence) In defining the final mark of the exam, the results of the language test for the C1 level may be take into account. In case of the continuation of the health emergency from COVID-19, all the University indications that regulate the teaching activities and student assessment will be implemented. In particular, oral exams will be held remotely, via audio-video conferences on Microsoft Teams.