INSTRUCTIONAL DESIGN FOR 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 field of Instructional design and promote the ability to design and develop programmes and curricula for language education as well as teaching/learning materials, learning units/lessons that take into account the variables characterizing a learning/teaching environment: type of target audience and needs, language learning goals and objectives, modes of delivery, underpinning theories of language learning/teaching approaches, educational contexts (formal/non-formal/informal), useful technologies.

Knowledge and understanding:
The student will acquire knowledge and understanding in the field of Instructional Design (curriculum design, materials design, lesson design) and its role in the development, creation and delivery of language education programmes (foreign language/second language) according to diverse variables such as: target audience’s characteristics and needs, type of learning context (formal/non-formal/informal), of delivery modes (on site, on line, etc.), of contents, and technologies involved.

Applying knowledge and understanding:
The student will learn how to analyse, design and develop proposals according to the variables mentioned above.

Making judgements:
The student will know how to make informed and autonomous judgements as to the validity and feasibility of different curriculum/material/lesson proposals.

Communication skills:
The student will be able to communicate clearly and unambiguously his/her reasoning, opinions and ideas, and show mastery of the specific language of the field.

Content pre-requisites:
It is recommended to attend the course "Theories of Language Education" before taking the course "Instructional Design for Language Education."

Alternatively:
A basic knowledge of the principles of language education and language teaching is useful. Those without any previous basic knowledge in these fields can read:
Brown, H.D., (any edition) Teaching by principles : an interactive approach to language pedagogy (from chapter 1 to chapter 8). Pearson.
or:
Balboni, P. (2019 o edizioni precedenti), Le sfide di Babele, UTET or self-learning online course https://www.itals.it/meal

Language pre-requisites:
Competence in English at least B2 level

The course will cover the following topics: language teaching approaches; curriculum models; learning units; objectives, syllabus, learning activities and tasks; teaching materials, assessment; educational technologies; modes of course delivery (e.g., flipped classroom).

-Brown, D.G., Lee, H. (2015). Teaching by principles (chapters 9, 10, 11, 20). Pearson.
-Coonan, C. M. (2012). ‘The Foreign Language Curriculum and CLIL’. Synergies Italie, 8, 117-128.
-Ellis, R. (2009). ‘The Methodology of Task-Based Teaching’. The Asian EFL Journal, 11, 5.
-Johnson, K. (2003). Designing Language Teaching Tasks. Palgrave Macmillan.
-Menegale, M. (2024). ‘Global Challenges in Language Education: Rethinking Curricula for Foreign Language Classrooms in the Digital Era’. EL.LE, 13, 1-26.
-Mollica, A., Nuessel, F. (2008). ‘The Good Language Learner and the Good Language Teacher: A Review of the Literature and Classroom Applications’ .In Mollica, A, (ed.), Teaching and Learning Languages. Soleil. North, B. (2020). ‘The CEFR renewed: Inspiring the future of Language education’. Italiano LinguaDue, 1, 549-560.
-Oxford, R. L. (2003). ‘Language Learning Styles and Strategies: An Overview’. GALA 2003 Conference.
-Richards, J. C. (2013). ‘Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design’. RELC Journal, 44(1), 5-33.

Other study materials will be indicated during the course and included on the Moodle course platform.

The exam lasts 1 hour and 30 minutes. It is a written exam and aims to assess knowledge and understanding of the main theoretical and operational aspects characterising Instructional Design. It consists of two compulsory parts.

Part 1. Theoretical part, maximum 15 points: Three open-ended questions, maximum 5 points for each question.
Assessment criteria: a) understanding and knowledge of the course contents — max. 2 points; b) ability to make connections with teaching practice — max. 2 points; c) use of specialised terminology — max. 1 point.

Part 2. Practical part, maximum 15 points: Some variables will be provided, such as the target group, course delivery mode, available resources, context, etc. The candidate will be required to develop a language education project, or part of one, such as a course plan, learning objectives, teaching materials, activities, etc., consistent with the variables provided.
Assessment criteria: a) relevance to the variables provided and to the indicated context — max. 4 points; b) originality, appropriateness and feasibility of the teaching proposal — max. 4 points; c) adequacy of the explanations supporting the proposal — max. 4 points; d) organisational aspects of the teaching proposal, including appropriate structure and clarity of expression — max. 3 points.

Final exam mark: the sum of the points obtained in the two parts of the exam, plus 1 point in the case of participation in at least 4 of the 5 online lessons.

written

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

Final Grade and Description
18-20: Basic knowledge of the main theoretical and operational aspects of Instructional Design. Limited understanding of course materials and difficulties in applying critical thinking. The creation and evaluation of teaching paths are generic or lack 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 instructional design principles. The creation and evaluation of teaching paths are sufficiently detailed.
24-26: Good understanding of the topics covered, with clear and structured knowledge of the subject matter. A critical reflection on the theories and techniques of instructional design 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 instructional design theories and techniques. Well-developed critical approach with appropriate practical applications.
29-30: Excellent knowledge of instructional design theories and techniques. 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 on-site lessons and 5 on-line asynchronous lessons with forum activities.
The students are kindly required required to participate actively in the class activities and in the on-line forums, so as to develop awareness of theories and practical issues in Instructional design.

Please write to the teacher (menegale@unive.it) to receive the access key to the Moodle platform of the course, where you can attend online activities and find all the info and materials of the course. Please indicate as email object: ACCESS KEY INSTRUCTIONAL DESIGN.

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.

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