OVERVIEW

The course explores specific aspects related to language didactics. In particular, the course focuses on assessment, teaching Specail Educational Needs learners and technologies to support teaching.

AIMS AND CONTENT

LEARNING OUTCOMES

The aim of the course is to provide students with specialised skills in language education, particularly in the areas of assessment, technology-enhanced language learning and teaching DSA students. The course includes a theoretical-scientific part and practical workshops that aim to provide students with the ability to critically apply knowledge to concrete cases.

AIMS AND LEARNING OUTCOMES

At the end of the course, students will be able to:

-understand how assessment tests work;

-understand the characteristics of some specific learning disorders (e.g. dyslexia);

-adapt content and tasks (including assessment tasks) for learners with SLD;

-designing valid and reliable assessment tests, also using technology;

-designing and modifying teaching activities using artificial intelligence;

-evaluate the effectiveness of AI for teaching-related tasks;

PREREQUISITES

Fundamentals of Language Learning and Teaching

TEACHING METHODS

The teaching is divided into lectures and exercises. The exercises, which aim to apply knowledge to concrete cases, will either be carried out independently and discussed during the lectures or conducted during the lectures themselves.

In addition to the exercises, activities will be organised around projects that will focus on the design, presentation and discussion of assignments, evaluation activities, etc.

SYLLABUS/CONTENT

Second Language assessment: definition, principles and characters;

Assessing language skills;

Special Educational Needs (SEN): definition, principles and characters;

Inclusive teaching for students with SEN;

Technology and language teaching:

-- distance learning;

-- apps and mobile devices

-- technologies and SEN

-- computer-based testing;

The syllabus is the same for both attending and non-attending students.

RECOMMENDED READING/BIBLIOGRAPHY

Materlials (slides and othe materials) will be distributed through the Learning Management System

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

during the first week of the semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam is written and will be administered on Aulaweb.

The exam consists of:

• 12 multiple-choice questions (4 options, only one correct answer)
• 5 open-ended questions

Please note: The examination format may be subject to change. Any changes will be clearly communicated by the end of the course. Details of the different sections of the exam, as well as sample questions, will be published on the course Aulaweb page.

ASSESSMENT METHODS

The open-ended questions require candidates to discuss, evaluate, or design teaching interventions, in line with the course learning objectives.

For example, candidates may be asked to design an assessment task for a specific language skill at a given CEFR level.

The open-ended questions are assessed using a holistic scale from 0 to 4, which takes into account the following criteria:

• completion of the required task; for example, if the question asks candidates to “illustrate and exemplify” a concept, they are expected to explain it and provide supporting examples
• completeness and accuracy of the information provided
• quality of language and organization of the text
• appropriate use of terminology

FURTHER INFORMATION

Further details on the programme and the final exam will be published on the course Aulaweb page.

Students who have officially submitted certification of a disability, specific learning disorder, or other special educational needs are advised to contact both the course disability officer, Professor Sara Dickinson (sara.dickinson@unige.it), and the course instructor at the beginning of the course, in order to agree on teaching and examination arrangements which, while respecting the learning objectives of the course, take individual learning needs into account and provide appropriate compensatory tools.