THEORIES OF LANGUAGE EDUCATION

This is one of the main activities of the degree course in Language Sciences where students can acquire knowledge and understanding in the field of Educational Linguistics with reference to second/foreign languages.
The specific goal of the course is to develop knowledge and understanding in the theories of language education and make students reflect on the the methodological innovations that characterise second and foreign language teaching today.

Knowledge and understanding
The student will acquire knowledge and understanding regarding the concept of language education, especially in Europe and Italy, from its origins to current new challenges and orientations (plural approaches, multiliteracies, etc.)

Skills/competences
The student will acquire skills to elaborate teaching proposals in the spirit of a plurilingual language education policy, basing on suitable language teaching approaches and taking into consideration different learning objectives, different language skills, different learners/school levels and different languages.

Making judgements
The student will know how make informed and autonomous judgements as to the validity and feasibility of different proposals for foreign language teaching and understand the effects of these on language learning outcomes.

Communication skills
The student will be able to communicate clearly and unambiguously their reasoning, opinions and ideas using the specific terminology of the discipline.

Basic knowledge in Educational Linguistics/Language Teaching Methodology. For those who need it, please read before the course:
Balboni, Le sfide di Balele, UTET (any edition since 2015)
or
Harmer, J., The Practice of English Language Teacher. Pearson. (any edition).

Competence in English (B2 level)

Historical development of the concept of language education, especially in Italy and Europe.
Main theories on language learning and teaching.
Current European language policies with respect to language education.
Programmes of language education for the development of multilinguism/plurilingualism, eg., Intercomprehension and Content and Language Integrated Learning (CLIL).

Brown H.D., Lee, H. (2015), Teaching by Principles: An interactive approach to Language Pedagogy (4th Edition). Pearson.
A copy of the volume will be available (reading only) in our library. Other editions are also accepted as long as contents are fully covered.
Further study materials will be indicated during the course and included on the Moodle course platform.

Final Examination: The exam is written and lasts 2 hours. It aims to assess the student's knowledge and awareness regarding developments in the field of language education.
It consists of:
- Three open-ended questions (maximum 5 points each) on topics covered during the course. These questions are designed to evaluate the student's understanding of the main theories and developments in language education, as well as their ability to apply critical thinking and provide personal interpretations. Students are expected to demonstrate comprehension of the course materials and their broader implications, in addition to appropriately using the specialized terminology of the discipline.
- A practical section (maximum 15 points) involving the analysis and/or creation of brief teaching units. This section assesses the student's ability to critically evaluate teaching proposals. The student must demonstrate an understanding of the principles of (pluri)lingual education and the capacity to offer informed judgments on the effectiveness of the presented activities/materials.

Final Grade: The final grade is the sum of the points obtained in the written exam, plus 1 point awarded for the successful completion of at least 4 out of 5 online activities.

written

The maximum exam score is 30 cum laude (15 points for the open-ended questions + 15 points for the practical section), with cum laude awarded in cases of outstanding excellence (see the grading scale below).
Students may earn up to 1 additional point for attending the online lessons.

Final Grade and Description
18-20: Basic knowledge of developments in language education. Limited understanding of course materials and difficulties in applying critical thinking. The analysis and/or creation of teaching paths is generic or lacks depth.
21-23: Fair mastery of key concepts. Satisfactory ability to apply critical thinking, with an analysis of teaching practices that demonstrates an understanding of language education principles.
24-26: Good understanding of the topics covered, with clear and structured knowledge of the subject matter. A critical reflection on language education theories emerges, along with a good ability to evaluate and design effective teaching paths.
27-28: Solid understanding of the topics covered and ability to develop well-supported judgments on teaching methodologies. Well-developed critical approach with appropriate practical applications.
29-30: Excellent knowledge of language education theories and practices. Outstanding ability to connect theories and teaching practices, with well-structured and innovative teaching proposals.
30 with Honors: Original and brilliant work, with a significant personal contribution to theoretical reflection and teaching practice.

Blended: 10 in-presence lessons and 5 online (asynchronous) lessons with forum activities.
Students will be required to participate actively in the class activities and in the on-line forums, so as to develop awareness of theories and practical issues related to plurilingual language education. Students who successfully complete at least 4 out of 5 online lessons will be awarded 1 additional point, which will be added to the final exam grade

All the students are kindly requested to contact the lecturer to receive the access key to the Moodle platform of the course where all the materials used during the lessons are to be found: menegale@unive.it, writing as subject: ACCESS KEY THEORIES OF LANGUAGE EDUCATION
Students who are unable to complete the preparation in the classroom will be able to retrieve the study materials on Moodle, which will be, in any case, the same as those of the students who will be present in the classroom.

It is advisable to attend this course before attending 'Instructional Design for Language Education' course, in case one is interested in attending both courses.

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