The aim of this course is to promote an in-depth knowledge of the field of digital teaching and learning, a field in which teaching strategies change in light of the different channel of communication. The  goal is to develop a command of those methodologies and relative glottodidactic characteristics specific to the field of digital education and compare these to traditional in-class scenarios. Teaching foreign languages in digital mode will be analyzed both from a theoretical and practical standpoint. Students will also have the opportunity to put their own teaching/learning projects into practice during teaching internships and to analyze personal experiences.

Specifically, the course aims to promote the following learning objectives:

•     understanding the differences between digital and in-class environments;
•    knowing  how to create appropriate and innovative teaching strategies for online teaching based on the principles of language acquisition theory; 
•    predicting  and resolving problems related to a massive use of technology in foreign language teaching;
•    being able to reflect on online language teaching practices using observation and evaluation tools used in foreign language education.
The ability to try new teaching techniques and to self-assess the effectiveness of one’s teaching practices in a new teaching/learning environment, as is the digital environment, is key in the professional competence of a foreign language teacher.
 

The course covers the following topics:

•    Technological advancement and its consequences on modern glottodidactics: the new competences of the foreign language teacher
•     Fundamental principles in the communicative approach in relation to ICT (Information and Communication Technology) support systems
•    Different types of technological support and their individual characteristics
•    Advantages and limits of using new technologies in foreign language teaching
•    The evaluation of software for foreign language teaching
•    The use of  programs in the original language for teaching foreign languages
•    Practical teaching strategies when using technology
•    Integrating multimedial sessions into the face-to-face program
•    Practice: lesson simulation using ICT for secondary schools.

Students should be aware of the second language acquisition (SLA)  process and of the fundamental bases of foreign language instruction.

• Knowledge and understanding: students  must show that they have understood the cognitive and linguistic processes involved in the digital learning environment and  know the operative teaching models that can be used to develop language skills in a digital context. This result will be pursued through face-to-face lessons in which students participate.
• Applying knowledge and understanding: students must know how to create an original learning unit in a foreign language for a digital environment; they must be able to justify their choices and modify and adapt their original strategies to  meet the specific needs of learners. Planning activities will be organized in groups both in the classroom and online.
• Making judgements: students must show to have the critical thinking skills to evaluate the  efficacy of teaching/learning strategies and teaching materials in a digital environment. They must be able to recognize problematic teaching scenarios and to formulate hypotheses to correct teaching practices. This objective will be pursed in the discussion and evaluation phase of lessons simulated by students.
• Communication: students must be able to discuss topics and questions concerning language teaching using the scientific-professional micro language in the field of glottodidactics; they must have the necessary communicative skills to work in the foreign language classroom. This objective will be pursued through lesson simulation, in the discussion phase among peers and through written work posted on the Moodle platform.
• Lifelong learning skills: Students must be able to use the study materials provided by the instructor correctly and develop the capacity to explore theories in depth and to search for teaching materials using information and communication technology (ICT), both individually and in groups.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

• Teacher-fronted lectures
• Interactive lectures
• Groupwork and written assignments
• Oral presentations

Course books

Scrivener J. (2011), Learning Teaching, (3rd edition), Macmillan Books for Teachers: London (capp. 6-13-14-15-16).

L. Incalterra McLoughlin, A. Villarini (a cura di), E-Learning, MOOC e Lingue Straniere: Studi, Ricerche e Sperimentazioni, Napoli, Unior Press, 2019. 

F. Sisti,   “Il computer come strumento di simulazione” in Studi di Glottodidattica, Rivista on line del Dipartimento di Pratiche linguistiche e analisi di testi  - Vol. III, 2007 - Università di Bari, pp. 85-100;

F.Sisti , "La didattica ai tempi del Covid-19: istruzioni per l'uso" in https://sites.google.com/uniurb.it/universitysocialteaching;

Assessment

Oral exam . Attending students will be assessed on the basis of their knowledge of the theoretical concepts  introduced in the course (30%), their ability to apply their knowledge to the development, analysis and evaluation of FL lessons (50%), their subject-specific communication skills (10%), and their degree of in-class and online participation (10%).

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Course books

Scrivener J. (2011), Learning Teaching, (3rd edition), Macmillan Books for Teachers: London (capp. 6-13-14-15-16).

L. Incalterra McLoughlin, A. Villarini (a cura di), E-Learning, MOOC e Lingue Straniere: Studi, Ricerche e Sperimentazioni, Napoli, Unior Press, 2019. 

F. Sisti,   “Il computer come strumento di simulazione” in Studi di Glottodidattica, Rivista on line del Dipartimento di Pratiche linguistiche e analisi di testi  - Vol. III, 2007 - Università di Bari, pp. 85-100;

F.Sisti , "La didattica ai tempi del Covid-19: istruzioni per l'uso" in https://sites.google.com/uniurb.it/universitysocialteaching;

F Sisti,  “How can we adopt a communicative approach in teaching foreign languages through computers? The impact of web 2.0 on institutionalised training: a case study”  in A. Szucs, I.Bø (Eds.),  EDEN  2008 Annual  Conference: New Learning Cultures. How do we learn? Where do we learn? Conference Proceedings su cd/rom, Lisbon 11-14 June, 2008;

F. Sisti,  “Dall’e-learning al MOOC. Il master di Inglese e didattica CLIL per bambini: una proposta per il MIUR” in Paolo E. Balboni ( a cura di) I ‘territori’ dei centri Linguistici Universitari: le azioni di oggi, i progetti per il futuro, Torino, Utet Università, 2016;

Assessment

Oral exam: NON-attending students will be assessed on the basis of their knowledge of the concepts introduced in the reading materials (60%), their ability to apply their knowledge to the analysis and evaluation of practical teaching cases (30%)  and their subject-specific communication skills (10%).

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Only attending students have to study the teaching materials available on Moodle. 

The student can request to sit the final exam in English with an alternative bibliography given by the instructor.