99815 - Languages and Teaching Lab

Learning outcomes

The student knows the basic principles of teaching specific languages and/or language-related subjects in one or more settings; s/he is able to identify relevant learning and/or evaluation objectives, plan activities, and create didactic materials with the support of appropriate tools.

Course contents

This lecture is part of the University's experimentation on innovative teaching in blended learning.

The course, which is linked to the 'intercomprehension for specialist communication' project, has as its main objective the design and analysis of texts and materials for intercomprehension between related languages. After a theoretical introduction on plurilingualism, plural approaches, linguistic intercomprehension and oral interaction, we will show a case study in which intercomprehension methods were applied to the specialised languages of management engineering and veterinary medical sciences.

In detail, we will address:
-Historical and methodological background on plural approaches, multilingual didactics and language intercomprehension
-Activities of observing authentic speech data in plurilingual interaction, in contexts of interaction in language intercomprehension or in contexts of particular linguistic fluency
-Transcription activities with the use of speech-to-text software (e.g. Whisper) and speech annotation (e.g. ELAN, Nvivo, etc.), which will be carried out in small groups (most likely in pairs, with customised scaffolding)
-Consideration of typical features of collaborative or competitive oral interactions + presentation of individual projects

Lessons will be conducted together with Dr Emanuela Paone.

It is possible to carry out curricular internships linked to the contents of this teaching.

Readings/Bibliography

The following references are included for information only. A more-detailed list will be provided on Virtuale.

On intercomprehension

· Araújo E Sá M.H., Calvo Del Olmo F. (2021), « Éléments pour le recensement de la curricularisation de l’intercompréhension en langues romanes à partir d’expériences menées par un groupe d’universités européennes et latino-américaines », Recherches en didactique des langues et des cultures [En ligne], 18-2 | 2021, http://journals.openedition.org/rdlc/9620.
· Bonvino, E., Garbarino, S. (2022), Intercomprensione. Caissa Italia.
· Bonvino, E. et al. (2012), EUROM 5. Leggere e capire in 5 lingue romanze. Hoepli - http://www.eurom5.com/
· Celentin P. (2021), "Didactique des langues accessible et approche intercompréhensive: affinités et pistes d’investigation possibles", in Studi di glottodidattica, 6, 1, pp. 22-33.
· Cervini, C., Zucchi, A. (2022), Learning languages through intercomprehension: some hints on cultural and intercultural competences, in: Second Language Learning and Cultural Acquisition: New Perspectives, Newcastle upon Tyne, Cambridge Scholars Publishing, pp. 46 – 63.
· Degache, C. (2004), Interactions asynchrones et appropriation dans un environnement d’apprentissage collaboratif des langues (Galanet). In L. Baqué & M. Tost (Ed.), Diversité et spécialités dans l’enseignement des langues, Repères et applications (IV), Institut de Ciències de l’Educació, Universitat Autònoma de Barcelona, 33-48.
· Degache, C., Carrasco Perea, E., Chevalier, C., da Silva, R., Dalençon, A., & Fonseca, M. (2012), Caractéristiques et formats de l’intégration curriculaire de l’intercompréhension. In C. Degache et S. Garbarino (Ed.), Actes du colloque IC2012. Intercompréhension : compétences plurielles, corpus, intégration. Université Stendhal Grenoble 3 (France), 21-22-23 juin 2012. [Page web] : [https://hal.archives-ouvertes.fr/LIDILEM/hal-02937434v1]
· Garbarino S. (2015), Modélisation de l’insertion curriculaire de l’intercompréhension : état des lieux et perspectives ». [https://lidilem.univ-grenoble-alpes.fr/actualites/seminaire-programme-approches-plurilingues-et-apprentissages-situes-laxe-3-et-journee-2 / 3miriadi]
· Garbarino, S. & Leone, P. (2021), « Je ne suis pas sûre d’avoir compris la dernière phrase… » Capirsi e collaborare in contesti di intercomprensione. Relazione al Convegno Internazionale “Percorsi e strumenti per un’educazione plurilingue” (Università Roma 3, 7-8 ottobre).
· Garbarino, S., Leone, P. (2021), The analysis of mediation sequences for assessing and evaluating oral intercomprehension skills. Intervento al Congresso AILA, 15-20 agosto, URL: [https://www.aila2021.nl/]
· Garbarino,S., Corino, E., Costa, M., Mantegna, S. (2021), L’intercomprensione all’università: modelli di internazionalizzazione per l’università europea. Intervento al Convegno CRUI, 25-26 febbraio. Video disponibile qui: [https://www.youtube.com/channel/UCwaHzQOEw6u6qzaklV6WjTQ/playlists]
· González Rodríguez, M. J. (2023), Los fundamentos de la Intercomprensión y su aplicabilidad en la formación de intérpretes. In Nosotros somos nos y somos otros. Estudios dedicados a Félix San Vicente. Bologna: BUP.
· Leone P., Fiorenza E. (2021), “Intercomprensione e inclusione nella scuola primaria”, in EL.LE, 10, 2, pp. 233-260.

On corpus-based educational linguistics design

• Bernardini S., Corpora in the classroom: An overview and some reflections on future developments [https://cris.unibo.it/handle/11585/4886], in: SINCLAIR J. ED, How to use corpora in language teaching, AMSTERDAM, John Benjamins Publishing Company, 2004, pp. 15 - 36.

• Corino E and Onesti C (2019) Data-Driven Learning: A Scaffolding Methodology for CLIL and LSP Teaching and Learning.
Front. Educ. 4:7. doi: 10.3389/feduc.2019.00.

• Tom Cobb, Alex Boulton. Classroom applications of corpus analysis. Douglas Biber & Randi Reppen. Cambridge Handbook of Corpus Linguistics, Cambridge University Press, pp.478-497, 2015, ffhal-00938039.

Teaching methods

The theoretical/practical nature of this Lab makes it suitable for the application of a mixed model of innovative teaching. The first three lessons, dedicated to theoretical contextualisation, will be in-presence. This will be followed by three online lessons focusing on practical activities in pairs, with personalised tutoring, and concluding with the last two lessons again in presence. The last lesson will be devoted to project work.

Assessment methods

Learning will be assessed by a project-work carried out in small groups.
The project-work will have to document the work done and the path followed for the observation and analysis of multilingual speech in interaction.
More details will be explained during the lessons.

Evaluation criteria:
30, 30L: excellent project work, fully coherent from a language-teaching and methodological point of view, presented in a very clear and detailed way.
28-29: excellent project work, coherent from a language teaching and methodological point of view, presented in a clear and detailed way.
26-27: good project work, quite coherent from a language teaching and methodological point of view; some aspects of the presentation could be improved.
23-25: fair project work, with some methodological inconsistency; presentational skills could be improved.
20-22: project work showing some gaps and not always explained clearly and in detail.
18-20: sufficient project work but with strong points of methodological inconsistency. Presentation is insufficient.
<18: insufficient or severely insufficient project work.

Teaching tools

PC, video projector, speech-to-text tools, software for analysing and annotating linguistic data.

Office hours

See the website of Cristiana Cervini