MULTILINGUAL LANGUAGE EDUCATION

The course is included in the curriculum of the Master in Foreign Language Teaching. The Master aims at developing knowledge and operational skills in some fundamental aspects of language teaching and learning: how to design a course, how to build personalized teaching materials, how to promote new plurilingual approaches, how to foster interculturality , how to deal with evaluation, how to develop research-action projects and monitor teaching activities; how to effectively integrate the use of new technologies for education, how to promote learning autonomy and cognitive and metacognitive strategies, how to face the challenge of adapting teaching for students with special needs.
In particular, the MULTI-LANGUAGE LINGUISTIC EDUCATION course will address the theme of plurilingual education, with a reflection on the possible benefits for learners and on the teaching practices to favour it. Starting from European policies and from the tools provided as pedagogical guide and curriculum orientation, the students will be guided in the analysis of the main plural approaches (CLIL, intercomprehension, translaguaging, language awareness/éveil aux langues) and of practical teaching inputs aimed at the promotion of plurilingual education in different educational contexts.

Knowledge:
The student will understand the cognitive value of plurilingual competence and will acquire knowledge of the main European language policies and the role of plural approaches (CLIL; intercomprehension; translaguaging, language awareness / éveil aux langues). Furthermore, s/will know the main factors promoting learning autonomy and the metacognitive tools to promote it.

Skills and abilities:
The student will be able to analyze examples of plurilingual teaching and knowing how to plan learning units of plurilingual language education in different contexts; s/he will know how to integrate the appropriate metacognitive tools to encourage plurilingual reflection.

Basic knowledge in Educational Linguistics/Language Teaching Methodology. For those who need it, please read Balboni, P.E., 2018, A theoretical framework for language education and teaching, Newcastle upon Tyne: Cambridge Scholars Publishing.

Competence in Italian (B2 level)

Main issues in European language policy documents; plural and plurilingual approaches; CLIL; intercomprehension; translaguaging, language awareness / éveil aux langues; learning autonomy and metacognitive tools.

-Cognini, E. 2020, Il plurilinguismo come risorsa, Pisa, Edizioni ETS.
-Consiglio d'Europa, 2002, Quadro Comune Europeo di Riferimento per le Lingue, Firenze, Oxford University Press/La Nuova Italia.
-Consiglio d’Europa, 2020, Compendium Volume: https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Further materials will be suggested during the course.

Written exam with two tasks, one aimed at assessing content knowledge and the ability to analyse some related issues, the other aimed at assessing the ability to apply them in practice.

On line, asynchronous.
The teacher will provide students with reflection and practical input to work on.

Italian

Language used: Italian

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development