LANGUAGE EDUCATION (JAPAN)

The course is included among the complementary/integrative activities of the Degree Programme in Languages and Civilisations of Asia and Mediterranean Africa and aims to provide students with theoretical tools for understanding language learning and teaching processes, with particular reference to Japanese and Italian-speaking learners. The course also introduces the principles of Instructional Design as applied to the design of activities, tools, and learning environments for language education.

Knowledge and understanding
- know the main theories in language education and the principal models of language acquisition and learning;
- understand the relationship between language features, learner profile, cognitive processes, input, practice, memory, communicative competence, and assessment;
- know the fundamental principles of Instructional Design as applied to language education, with particular reference to learning objectives, alignment between activities and assessment, design models, cognitive load, sustainability, and contextual constraints;
- understand the role of educational technologies and their affordances in the design of language learning experiences.
Applying knowledge and understanding
- apply concepts and models from language education to the analysis of concrete issues in the learning of Japanese by Italian-speaking students;
- critically analyse teaching materials, learning activities, tools, and environments in relation to learning objectives and learner profiles;
- identify the main variables involved in a design decision, taking into account instructional effectiveness, cognitive load, feedback, usability, available resources, sustainability, and technological and organisational constraints;
- justify possible instructional and design choices on the basis of the theories discussed in the course, rather than relying exclusively on intuitive or technology-driven criteria.
Making judgements
- critically evaluate theories, models, and approaches in language education, recognising their scope of application, limitations, and implications;
- assess the appropriateness of materials, activities, and technologies in relation to learning objectives, learners, and context;
- recognise trade-offs between instructional effectiveness, cognitive complexity, usability, sustainability, production costs, and maintenance requirements;
- distinguish technological innovation from the actual instructional value of a tool or learning environment.
Communication skills
- recognise, define, and use accurately the main concepts from language education and Instructional Design addressed in the course;
- discuss and justify the analysis of a language-learning problem or a design choice in a clear and academically grounded manner;
- describe examples from Japanese and relate them appropriately to the theoretical models discussed in the course.
Learning skills
- critically integrate academic sources in Italian, English, and Japanese;
- establish connections among contributions from language education, Second Language Acquisition, cognitive psychology, Instructional Design, and educational technology;
- independently update one’s knowledge in relation to developments in theories, tools, and digital environments for language learning;
- develop autonomous and lifelong learning skills based on the critical evaluation of sources and on the transferability of theoretical principles to new contexts.

Japanese language proficiency at least at undergraduate level; good proficiency in Italian and English.

The course progressively develops three closely interconnected thematic strands. The first introduces the main theories in language education and the principal models of language acquisition and learning. These perspectives are then related to the case of Japanese, with particular attention to its linguistic features and to their implications for Italian-speaking learners. In the final part of the course, the knowledge developed in the previous sections is reconsidered from a design perspective through the principles of Instructional Design, with particular attention to cognitive, instructional, technological, and organisational constraints, and to the design of activities, tools, and digital environments for language learning.

- BALBONI P.E., "Le sfide di Babele", Torino, Utet Università, 2019
- Academic articles links uploaded on the Moodle platform
- Lecture slides uploaded on the Moodle platform

The examination consists of a one-hour written test held in a computer laboratory. The test is designed to assess students' knowledge and understanding of the main concepts, models, and theories covered in the course, as well as their ability to use the relevant disciplinary terminology accurately.

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.

The final grade is calculated on the basis of the total number of answers, the number of correct answers, and the maximum score set for the test.

The course is delivered primarily through lectures, complemented, where deemed appropriate by the instructor, by guided discussions, case analysis, applied examples, and collective discussion of the topics addressed. In the final part of the course, case studies of Instructional Design applied to language learning may also be examined.

Students are required to attend class with a device (laptop or tablet), with at least one device.
Non-attending students are required to contact the teacher at the beginning of the course.
Students must access the Moodle platform for this course.