AIMS AND CONTENT

LEARNING OUTCOMES

The workshop aims to train future teachers of kindergarten and primary school to master educational paths, effective tools for learning the Italian language to foreigners and to manage a multi-ethnic class. It proposes: to provide basic indications of Glottodidactics, General Linguistics and Didactics of the Italian Language; to increase skills aimed at competent use of tools for Italian learning to foreigners and in achievement of UDA (Learning Unit)of Italian L2; to develop problem setting and problem solving skills in classes with foreign students; to be a learning community (students will use a Padlet tool which can also be accessed after course has been completed and is presenting the Web Classroom).

AIMS AND LEARNING OUTCOMES

By the end of the workshop, students will have acquired the tools needed to assess and evaluate teaching situations with informed awareness, critically analyse learners’ language production, and design and implement teaching activities tailored to individual needs.

More specifically, the following learning outcomes are expected. Students will be able to:

• interpret the oral and written production of children learning Italian as a second language from an interlanguage perspective;
• identify realistic language-learning objectives appropriate to learners’ age, profile, and communicative situation;
• design activities that encourage the selective use of language through interaction, games, images, and teaching materials;
• critically analyse and adapt textbooks and teaching resources;
• make subject-specific texts and activities more accessible without oversimplifying their conceptual content;
• design inclusive teaching interventions for linguistically and culturally diverse classrooms.

TEACHING METHODS

The workshop will adopt teaching methods designed to encourage discussion and draw on participants’ previous experience. Depending on the number of participants, activities will include exercises based on authentic materials; case studies; individual and group work on specific issues; text-manipulation exercises; and the production and evaluation of teaching materials.

SYLLABUS/CONTENT

The workshop consists of a total of 16 hours, divided into weekly four-hour sessions. Students will be divided into three groups, all of which will cover the same content. Some adaptations may be made to specific aspects—such as case studies, exercises, and, more generally, the materials used—in order to take participants’ experience and needs into account.

Each session will focus on a specific topic, following a progression that reflects the different activities involved in teaching Italian as a second language:

Session 1. Observing the learner.

Session 2. Activities that enable learners to experiment with and use the language.

Session 3. Techniques for facilitating learning and developing the language skills needed for academic study.

Session 4. Inclusive lesson planning.

RECOMMENDED READING/BIBLIOGRAPHY

There are no compulsory readings for this workshop. The following titles are recommended for further study of the teaching of Italian as a second language or for exploring individual topics and specific aspects in greater depth.

Balboni, P. E. (2012), Le sfide di Babele. Insegnare le lingue nelle società complesse, 3rd ed., Turin, UTET Università.

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

Council of Europe, Common European Framework of Reference for Languages: Learning, Teaching, Assessment and Companion Volume.

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

Workshop Readings

Franchino, S., Roncaglione, A. (2011), “Il mondo è una fiaba: un progetto interculturale per la scuola primaria”, Italiano LinguaDue, 3(2). DOI: 10.13130/2037-3597/1929.

Guasti, M. T., Raminelli, L., Saponaro, C. (2024), “L’acquisizione dell’italiano come seconda lingua da parte di bambini con mandarino o arabo come prima lingua”, Ricerche di Psicologia, 47(1), pp. 41–55.

Marasso, G. (2025), “Le lingue che servono a tenerti per mano: studentesse del CPIA e figli plurilingui in una scuola primaria del quartiere Aurora di Torino”, Italiano LinguaDue, 17(2), pp. 170–206. DOI: 10.54103/2037-3597/30438.

Pallotti, G. (2020), “La prospettiva dell’interlingua nella formazione degli insegnanti”, in A. Sansò (ed.), Insegnare linguistica: basi epistemologiche, metodi, applicazioni. Atti del LIII Congresso SLI, Milan, Officina 21, pp. 193–206.

Pugliese, R. (2017), “Come si impara una lingua straniera”, in F. Masini, N. Grandi (eds.), Tutto ciò che hai sempre voluto sapere sul linguaggio e sulle lingue, Cesena, Caissa, pp. 77–80.

Further Reading

Cardona, M. (2008), “La comprensione e produzione di idioms. Aspetti psicolinguistici e riflessioni glottodidattiche”, Studi di Glottodidattica, 2(3), pp. 45–64. DOI: 10.15162/1970-1861/200.

Prada, M. (2009), “Le competenze di scrittura e le interazioni comunicative attraverso lo scritto: problemi e prospettive per una didattica della scrittura”, Italiano LinguaDue, 1(1), pp. 232–278.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Classes will take place during the first semester.

Please refer to the document “Workshop Timetable and Groups”.

Class schedule

TEACHING ITALIAN TO FOREIGN STUDENTS (WORKSHOP)

EXAMS

EXAM DESCRIPTION

There is no examination expected

ASSESSMENT METHODS

The individual and group activities carried out during face-to-face lessons are to all effects on-going tests.

At the end of the last lesson there will be a short written test to verify the acquisition of the most important issues.

FURTHER INFORMATION

The active participation of students is particularly appreciated, with comments, proposals and questions.