TEACHING ITALIAN AS A FOREIGN LANGUAGE

According to the Dublin descriptors, students, at the end of the course, will demonstrate:

1)      Knowledge and understanding: the course aims to provide students with advanced methodological tools to reflect on: Linguistic Typology, languages in contact and interlanguages;

2)      Ability to apply knowledge and understanding of Language acquisition and specific processes related to Italian language acquisition; Contemporary Italian Language: Grammar, Lexical and Morphosyntactic Structures; Language Teaching and Metacognitive processes; Language Evaluation Processes and Errors related to Italian as a Second or Foreign Language;

3)      Autonomy of judgement (related to language skills and the Common European Framework and the Italian Certification Systems (CILS - Certificazione di Italiano come Lingua Straniera, Università per Stranieri di Siena; CELI - Certificato di conoscenza della lingua italiana, Università di Perugia; IT - Certificazione di Italiano, Università di Roma Tre; PLIDA - Progetto Lingua Italiana, Società Dante Alighieri; CLIQ - Certificazione Lingua Italiana di Qualità).

4)      Learning skills on L2 teaching

5)      Communication skills (the Course also offers skills and strategies necessary to improve communication in the L2 classroom, in order to plan a teaching syllabus).

Principles of Linguistic Typology and Basic Elements of Language Universals, Language Varieties and Glottodidactics;

The Italian Linguistic Type;

Trends of contemporary Italian Language: grammatical rules and linguistic trends;

Diachronic and sociolinguistic variations of the language in relation to linguistic norm;

Phonology, Morphology, Syntax of Italian Language;

Contemporary approach to Foreign Language Teaching; the  Communicative competence;

Foreign Language Teaching goals; Teaching language skills; the concept of language awareness; assessment and self-assessment; language portfolio. Use of media in Foreign Language Teaching;

 Syllabus design (grammatical, situational, functional-notional, procedural) and the Common European Framework;

· P. Diadori, M. Palermo, D. Troncarelli (2015, o edizioni successive), Insegnare l’italiano come seconda lingua, Roma, Carocci (pp. 13-363);

· L. Lorenzetti, L’italiano contemporaneo, Roma, Carocci, 2006, pp. 7-119

· Quadro Comune Europeo Di Riferimento Per Le Lingue: Apprendimento, Insegnamento, Valutazione, Volume complementare (2018) trad. it. In: «Italiano LinguaDue» vol.13. n.2, 2021, pp. 20-275 https://riviste.unimi.it/index.php/promoitals/article/view/17187

· Schmid Stephan (2004) Dallo spagnolo all’italiano: elementi di analisi contrastiva nella prospettiva dell’acquisizione, in C. Ghezzi, F. Guerini, P. Molinelli, (Atti del Convegno “Italiano e lingue immigrate a confronto: riflessioni per la pratica didattica, Bergamo, 23- 25 giugno 2003), pp. 197-219 http://www.zora.uzh.ch/id/eprint/112601/1/2004b_Schmid.pdf

· Crippa, Francesco (2014) Considerazioni sull'acquisizione dei tempi verbali dell'italiano da parte di apprendenti sinofoni, in: «Italiano LinguaDue» n. 1, 2014, pp. 148-162

https://doi.org/10.13130/2037-3597/4231

·  Y.Martari, Basic variety e interlingua in italiano L2. Note sulla scrittura di arabofo in: «Italiano LinguaDue»n. 2. 2021, pp. 74-95.

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