Programme

The programme takes a progressive and systematic approach to the theoretical and practical foundations of modern language teaching and is structured to correspond to the number of ECTS credits allocated to the course. The first part introduces the concepts of a second language and a foreign language, with reference to the main theoretical models of language acquisition and the distinction between spontaneous and guided acquisition. Particular attention is paid to the linguistic, cognitive and socio-contextual factors that influence learners’ acquisition processes.
The course then explores the concept of interlanguage, analysing its fundamental characteristics, acquisition sequences, phenomena of variability and systematicity, and the development of language proficiency in both spoken and written forms. The role of interaction in language learning processes is also examined, with reference to the relationships between native and non-native speakers, the modification and negotiation of input, and the role of output and corrective feedback in L2 acquisition. A further part of the course is devoted to the development of the language skills of listening, speaking, reading and writing, using examples drawn from the languages taught in the Department and from Italian as a second language. In this context, considerable attention is given to metalinguistic reflection and interlinguistic comparison, regarded as fundamental teaching resources for enhancing learners’ individual linguistic repertoire and for developing linguistic awareness.
The programme also addresses the themes of plurilingualism, pluralistic approaches to language education and intercomprehension between related languages, presenting the main theoretical references and some pedagogical applications. The concluding part of the course is devoted to the role of teaching in language learning processes, the main pedagogical methodologies developed through research, and the use of digital technologies in language teaching.

Core Documentation

The textbooks adopted for the course are: Bonvino, E., Cortés Velasquez, D., De Meo, A., Fiorenza, E. (2023), Agire in L2. Processi e strumenti nella linguistica educativa, Milan, Hoepli; Bonvino, E., Garbarino, S. (2022), Intercomprensione, Bologna/Cesena, Caissa. To support learning, lecture notes and teaching materials provided by the lecturer are also made available on the course platform; these materials are intended for both attending and non-attending students.

Attendance

Attendance is not mandatory; however, only students who attend classes may take part in classroom activities and formative assessments.

Type of evaluation

Learning outcomes are assessed through a final oral examination, designed to ascertain whether the expected learning outcomes have been achieved. For students attending the course, there are forms of ongoing assessment, which may include activities carried out during the course and the presentation of an individual or group project; these activities do not count towards the final mark but contribute to the overall assessment. The oral examination, lasting approximately 20–30 minutes, consists of open-ended questions designed to assess knowledge of the programme’s theoretical content, the ability to understand and critically analyse, the application of concepts to concrete linguistic and teaching examples, and the use of appropriate subject-specific vocabulary. The final mark takes into account the level and quality of knowledge acquired, clarity of presentation, the ability to engage in critical analysis and metalinguistic reflection, and the appropriateness of disciplinary l language.