CODE | LHI5003 | ||||||||||||
TITLE | Input e didattica: dalla grammatica alla multimedialità / Input and Pedagogy: From Grammar to Multimodality | ||||||||||||
UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
MQF LEVEL | 7 | ||||||||||||
ECTS CREDITS | 5 | ||||||||||||
DEPARTMENT | Languages and Humanities Education | ||||||||||||
DESCRIPTION | The notions of input, intake and output are fundamental in language teaching and learning. These gained ground especially through the introduction of Communicative Language Teaching and have remained central to the field ever since, although they have evolved both from a theoretical and practical perspective. In the case of the latter, the introduction of technological tools for didactic purposes have led to considerable developments. In this study-unit the nature of input which is conducive to language learning will be presented and discussed (e.g. interactive vs non-interactive input, authentic input, didactically-modified input etc). This will be presented in the light of multimodal tools and of how different texts can be useful for language teaching, especially when formulated in a learner-centred manner. Such texts will be discussed also with the specific intent of addressing the teaching of Italian grammar, with direct reference to textbooks and the syllabus. A part of the study-unit, in relation to multimodality, will focus on the role of the media in the teaching of Italian as a second language in Malta. The results from research carried out locally will be also be presented and discussed. Study-Unit Aims: This study-unit aims to assist the students: - to become knowledgeable in the fundamental theories of Input, Intake and Output in Language Acquisition as related to the teaching of Italian, and to gain the ability to relate these theories to practice; - to explore how multimodality is used in order to teach Italian, alongside and in addition to the materials found in textbooks; - to become knowledgeable in the role of the media in Italian language teaching, including the role that television has had in the spontaneous acquisition of Italian in Malta; - to reflect on the role of the language teacher, especially in relation to the choice, adaptation and presentation of texts in the language classroom; - to become knowledgeable on the use of technological instruments in the Italian classroom and to reflect on the use of such tools and on their efficacy in language teaching. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - demonstrate knowledge of theories regarding Input, Intake and Output by being able to describe them and illustrate them in writing and by being able to use them in order to select and adapt learner-centred texts; - demonstrate knowledge of how the media can be useful for language teaching by using different multimodal tools and adopting them for pratice-based purposes; - show an ability to value the role of grammar in the teaching of Italian by identifying those grammatical forms and functions which are useful to learners and demonstrating an ability to teach them in a context-based manner. 2. Skills: By the end of the study-unit the student will be able to: - analyse and modify different types of texts in order to render them didactically fit for purpose by showing how these can be used in the Italian L2 classroom; - develop adequate teaching materials through multimodal means by identifying how these can be didactically effective; - design didactic activities based on specific grammar-related objectives by presenting lesson plans and teaching materials; - design didactic activities and augment the attractiveness and efficacy by using technological means which motivate learners. Main Text/s and any supplementary readings: Main Texts: - Caon, F. / Serragiotto, G (2012), Tecnologie e Didattica delle Lingue, UTET, Torino. - Ciliberti, A. (2015), La grammatica: modelli per l'insegnamento, Carocci, Roma. - Pichiassi, M. (2007), Apprendere l'italiano L2 nell'era digitale. Le nuove tecnologie nell'insegnamento e apprendimento dell'italiano per stranieri, Guerra, Perugia. - Lightbown, P / Spada, N (2006: first edition, 1999), How languages are learned, Oxford, OUP. Supplementary Readings: - Bosc, F. / Malandra, A. (2001) Il video a lezione, Paravia, Torino. - Caruana, S. (2003) Mezzi di comunicazione e input linguistico. L’acquisizione dell’italiano L2 a Malta, Franco Angeli, Milano. - Celentin, P. (2007), Comunicare e far comunicare in internet, Libreria Editrice Cafoscarina, Venezia. - Mezzadri, M. (2001) La frontiera presente. Internet nella didattica dell’italiano, Guerra, Perugia. A reading pack including articles on the teaching of Italian in Malta will be distributed throughout the course of the study-unit. |
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ADDITIONAL NOTES | Pre-requisite Qualifications: A first-cycle degree (70 ECTS) in Italian | ||||||||||||
STUDY-UNIT TYPE | Lecture | ||||||||||||
METHOD OF ASSESSMENT |
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LECTURER/S | Fiorella Farrugia Sandro Caruana (Co-ord.) Clifton Casha |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |