Università Roma Tre

The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning). Students will be lead to acquiring skills in:
1. Knowledge and understanding
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.

2. Applying knowledge and understanding
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.

3. Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.

4. Communication skills
- Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.

5. Learning skills
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
- Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of CLIL as well.

Texts:
- M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007

Further materials to be used during the Lab will be put on the teacher's web page, on the Department website.

The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning). Students will be lead to acquiring skills in:
1. Knowledge and understanding
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.

2. Applying knowledge and understanding
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.

3. Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.

4. Communication skills
- Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.

5. Learning skills
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
- Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of CLIL as well.

Texts:
- M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007

Further materials to be used during the Lab will be put on the teacher's web page, on the Department website.

The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning). Students will be lead to acquiring skills in:
1. Knowledge and understanding
- Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning;
- Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations);
- Knowledge of IT instruments and technologies related to the didactics of an L2.

2. Applying knowledge and understanding
- Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School;
- Planning and realizing education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning;
- Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments;
- Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures.

3. Making judgements
- Through the presentation of contents in a critical form, students will be motivated to:
- Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective;
- Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs;
- Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action.

4. Communication skills
- Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction);
- Presenting efficaciously the goals and nature of the didactic intervention;
- Using IT instruments in school context to foster and keep language learning up-to-date.

5. Learning skills
- Developing a desire for professional improvement in a life-long learning perspective;
- Widening their methodologic-didactic culture in the field;
- Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires;
- Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.

The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.
Pre-reading and post-reading activities, reading and listening comprehension will stimulate the students’ reflection and discussion on general-interest themes and provide useful topics for class-work, both at written and oral level. The constant use of English in the classroom will be encouraged, and students will be fostered to noticing the differences and similarities between L2 and L1.
Students will also be required to put their skills into practice during the course developing some tasks, under the supervision of the teacher and involving the whole classroom. Such practical approach allows students to engage in methodological discussions, contributing to the application of CLIL as well.

Texts:
- M. SLATTERY, J. WILLIS, English for Primary Teachers, Oxford University Press, 2005
- P. LIGHTBOWN, N. SPADA, How Languages are Learned, Oxford University Press
- J. HARMER, How to Teach English, Pearson Longman, 2007
Further materials to be used during the Lab will be put on the teacher's web page, on the Department website.