Graduates in Languages and Literatures for Teaching and Translation acquire knowledge and understanding skills in all the sectors covered by their training in order to
1) achieve a high level of literary and cultural competence in the context of European and American civilizations, with particular attention to those of specialization;
2) deepen the knowledge of the two foreign languages chosen, with the achievement of a high level of proficiency in the first language and a perfecting of the level in the second language;
3) achieve a high level of knowledge of the linguistic problems of the language chosen as a biennial, knowing how to evaluate its developments and characteristics in a diachronic and synchronic key;
4) achieve adequate knowledge of the most up-to-date literary text analysis methodologies;
5) acquire the theoretical-practical tools useful for teaching and translation.
The teaching English as an International Language: Methodological and Didactic Issues is one of the characteristic training activities of the Course. The course provides the fundamental notions relating to the phenomena that have allowed the emergence and affirmation of variant forms of the English language both among native speakers and among the populations of the former British colonies, and finally among other international communities of speakers.
The student will develop a greater awareness of the multifaceted nature of English as an international language, while using the English language as a tool for work and metalinguistic reflection. The specific methodological skills related to the pedagogical implications of Global Englishes in the field of L2 English teaching will also be provided, including the initiation of a critical reflection on the role of the teacher and on the purpose of the planned activities, also taking into account the different styles of learning.
The student must be able to: design educational paths for teaching the English language in an international context; communicate in written and oral form at an advanced level, demonstrating that you have also acquired socio-cultural competence.
1) achieve a high level of literary and cultural competence in the context of European and American civilizations, with particular attention to those of specialization;
2) deepen the knowledge of the two foreign languages chosen, with the achievement of a high level of proficiency in the first language and a perfecting of the level in the second language;
3) achieve a high level of knowledge of the linguistic problems of the language chosen as a biennial, knowing how to evaluate its developments and characteristics in a diachronic and synchronic key;
4) achieve adequate knowledge of the most up-to-date literary text analysis methodologies;
5) acquire the theoretical-practical tools useful for teaching and translation.
The teaching English as an International Language: Methodological and Didactic Issues is one of the characteristic training activities of the Course. The course provides the fundamental notions relating to the phenomena that have allowed the emergence and affirmation of variant forms of the English language both among native speakers and among the populations of the former British colonies, and finally among other international communities of speakers.
The student will develop a greater awareness of the multifaceted nature of English as an international language, while using the English language as a tool for work and metalinguistic reflection. The specific methodological skills related to the pedagogical implications of Global Englishes in the field of L2 English teaching will also be provided, including the initiation of a critical reflection on the role of the teacher and on the purpose of the planned activities, also taking into account the different styles of learning.
The student must be able to: design educational paths for teaching the English language in an international context; communicate in written and oral form at an advanced level, demonstrating that you have also acquired socio-cultural competence.
teacher profile teaching materials
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.
2. Additional materials will be provided during the course.
Mutuazione: 20710453 English as an international language: methodological and didactic issues in Lingue e letterature per la didattica e la traduzione LM-37 GRAZZI ENRICO
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 978-0-415-83532-92. Additional materials will be provided during the course.
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 interview will focus on the topics covered in the textbooks. Evaluation criteria for the oral exam: A) Use of the English language: maximum score 10/30 Excellent: 10/30 (absence of lexical-grammatical errors; lexical richness; appropriate linguistic register) Good: 8-9 / 30 (some negligible lexical-grammatical errors; lexical richness; appropriate linguistic register) Sufficient: 5-6-7 / 30 (several lexical-grammatical errors, which do not affect communication; linguistic register not always appropriate) Insufficient: 3-4 / 30 (numerous lexical-grammatical errors, which do not always affect communication; linguistic register not always appropriate) Very unsatisfactory: 0-2 / 30 (numerous lexical-grammatical errors, which affect communication almost entirely) B) Content of the exam interview: maximum score 20/30 Excellent: 19-20- 20 + honors / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; appropriate use of technical language; conceptual richness; interesting and original personal reflections) Good: 16-17-18 / 30 (well-structured interview in terms of cohesion and coherence; appropriate references to authors and texts; adequate technical language; good conceptual synthesis skills) Sufficient: 13-14-15 / 30 (the interview develops the main points of the assigned topic; overall adequate in terms of cohesion and coherence) Insufficient: 10-11-12 / 30 (the interview develops the assigned topic only partially; it is inadequate in terms of cohesion and coherence) Totally insufficient: 0-9 / 30 (the interview does not develop the assigned topic; it is completely inadequate in terms of cohesion and coherence) In evaluating the interview, the teacher can take into account the outcome of the language proficiency test for level C1, which students must have already passed before taking the exam.