AIMS AND LEARNING OUTCOMES

Specific attention will be paid to the different profiles of learners, starting from precocious up to sequential bilinguals. The aim is to provide guidelines for operating in the most various contexts (preschools, primary schools, CPIA).

The laboratory aims to apply a theoretical reference framework to specific cases.

The expected learning outcomes are:

1. to know and understand the theoretical principles, institutional guidelines and the most recent approaches that inspire the teaching of the Italian language to foreigners.

2. to describe and to apply these theories to educational contexts of specific interest to the group.

3. to analyze and to reflect on relevant experiences conducted in local, national and international fields, evaluating their exportability, strengths and weaknesses.

4. to create and to share teaching materials.

TEACHING METHODS

Participants must actively contribute to the laboratory activities by carrying out the assigned tasks and studying the material that will be distributed and / or uploaded on Aulaweb. During the workshop, students will be asked to experiment with the techniques and tools studied at home or introduced by the teacher.

Attendance is compulsory for at least 80% of the hours. Non-attending students must contact the teacher before the start of the lessons.

SYLLABUS/CONTENT

The program consists of 16 hours divided into 4-hour weekly meetings. The students will be divided into three groups and the program will be repeated for each group.

During the lessons the following macro-topics will be addressed:

1. Basic theory

2. Teaching italian as a second language at the kindergarten

3. The characteristics of input and output in sequential bilinguals

4. Teaching Italian as a language to communicate

5. Teaching Italian as a means for studying.

RECOMMENDED READING/BIBLIOGRAPHY

Recommended bibliography (not compulsory):

Fabbro, F. (2004). Neuropedagogia delle lingue, Roma: Casa Editrice Astrolabio.

Diadori, P., Palermo, M., & Troncarelli, D. (2009). Manuale di didattica dell’italiano L2, Perugia: Guerra 

Balboni, P. (2012). Le sfide di Babele, Torino: UTET 

Bonifacci, P. (2018). I bambini bilingui. Favorire gli apprendimenti nelle classi multiculturali, Roma: Carocci. 

Diadori, P. (2015). Insegnare italiano a stranieri, Firenze: Le Monnier (pag. 52-63)

Giudizi, G. (2013). La lingua italiana per gli alunni stranieri, Milano: Franco Angeli (11-36)

Chini, M. (2016), Elementi utili per una didattica dell’Italiano L2 alla luce della ricerca acquisizionale, Italiano LinguaDue, 2, 1–18.

Solarino, R. (2010), Gli errori di italiano L1 e L2: interferenza e apprendimento, Italiano LinguaDue, I, 2, 15–22.

Pallotti, G. (2005), Le ricadute didattiche delle ricerche sull’interlingua, in Jafrancesco, E., (Ed.), L’acquisizione dell’italiano da parte di immigrati adulti, Atene, Edilingua, pp. 43–59.

Rizzardi, M. C., Barsi, M., Nava, A., Zucchi, S., & Hampton, P. (2005). Metodi in classe per insegnare la lingua straniera, Milano: LED

Cardona, M. (2004). Apprendere il lessico di una lingua straniera: aspetti linguistici, psicolinguistici e glottodidattici, Bari: Adriatica Editrice.

L’acquisizione del lessico nell’apprendimento dell’italiano L2. Atti del XIX Convegno nazionale ILSA, a cura di Elisabetta J.(a cura di), Milano- Firenze: Mondadori Education – Le Monnier/Italiano per stranieri, 2011.

Danesi, M., Diadori P., Semplici, S. (2018), Tecniche didattiche per la seconda lingua. Strategie e strumenti anche in contesti CLIL, Roma: Carocci