29879 - Teaching of Modern Languages (LM) (A-L)

Course contents

Knowledge and Skills to be Acquired

At the end of the course, students will have a comprehensive understanding of theories explaining various aspects of language learning. They will be familiar with the main differences and similarities in the language learning process during childhood, adolescence, and adulthood. Students will be able to make appropriate teaching decisions tailored to learners' educational needs and ground these choices in the knowledge acquired during the course. They will critically evaluate teaching tools, from traditional ones—such as manuals, textbooks, and tasks—to more innovative tools, including the use of artificial intelligence.

Contents

The course is divided into two main parts: the first provides essential knowledge for future teachers of modern languages, while the second focuses on teaching grammar and writing.

The first part of the course explores the main theoretical and methodological aspects of language learning and teaching. It examines the process of acquiring a first language (L1) and a second or third language (L2/L3), highlighting the relationship between these learning paths. Particular attention is given to the pedagogical implications of theoretical knowledge (e.g., the educational implications of the concept of interlanguage). The following topics are also covered: the object of language learning, i.e., language as a system and linguistic-communicative competence; the connection between language and culture, and the concept of intercultural communicative competence; the challenges and opportunities involved in linguistic diversity. Practical skills for organizing and managing language teaching—such as course design, learner needs analysis, and practical activities—are consistently linked to theoretical reflections.

The second part of the course delves deeper into grammar instruction, focusing on topics such as the role of noticing; the roles of input and output; inductive versus deductive approaches; and teaching grammar following a task-based approach. It also explores the teaching of writing, including cognitive models of writing, text evaluation, and the differences and similarities between writing in L1 versus L2/L3. The course further examines the latest research findings on the use of artificial intelligence in teaching writing.

The course will be taught in the second semester by Dr. Zuzana Toth.

Readings/Bibliography

Bibliography

The following texts are mandatory and form the core reading list:

A. Ciliberti. 2012. Glottodidattica. Per una cultura dell’insegnamento linguistico, Roma, Carocci. (11^a reprint 2022).

E.M. Duso. 2023. Quale grammatica per apprendere l’italiano L2. Proposte didattiche per giovani e adulti. Roma, Carocci. Chapters 3 and 5 only.

V. Carbonara, A. Scibetta. 2020. Imparare attraverso le lingue. Il translanguaging come pratica didattica. Roma, Carocci. Chapters 1 and 3 only.

S. Sordella, C. Andorno. 2018. Esplorare le lingue in classe. Strumenti e risorse per un laboratorio di Éveil aux langues nella scuola primaria. Italiano LinguaDue, 162-228.

L. Selinker. 1972. Interlanguage. International Review of Applied Linguistics 10(2). 209– 231.

In addition, the following supplementary readings are recommended:

J. Williams. 2012. The potential role(s) of writing in second language development. Journal of Second Language Writing, Volume 21, 321-331.

L. Shiming, P. Crosthwaite. 2024. The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback, System, Volume 127, https://doi.org/10.1016/j.system.2024.103529 .

Other texts (for consultation and/or further study) that are not mandatory for the oral examination will be provided during the course.

Students who prefer bibliographic references in languages other than English are encouraged to contact the instructor for alternative reading materials.

Teaching methods

The course combines lectures with interactive activities, including the analysis of audio-visual sequences and teaching activities.

Assessment methods

The final evaluation consists of a written test aimed at assessing the student's knowledge of the theoretical and practical aspects that characterize modern language teaching. The evaluation of the written test will be primarily based on the depth of the knowledge acquired, the ability to develop arguments, and the appropriateness and relevance of the terminology used. Further details, modalities, and tools will be provided during the lessons.

Office hours

See the website of Zuzana Toth