Università Roma Tre

The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B2 (see Common European Framework of Reference for Languages https://www.coe.int/en/web/common-european-framework-reference-languages). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too, in order to build up didactic units and class laboratory activities, focusing on different goals depending on texts and methodologies applied.
In a European-oriented perspective, the course is structured as to allow the implementation of the students’ inter-cultural and linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities.


With the study of English Language and Didactics the student will be able to achieve the following training objectives.
In terms of 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.
In terms of 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 inclusive 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.
In terms of 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.
In terms of 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.
In terms of Learning skills:
- opening to innovations;
- availability to experimentation;
- ethical involvement in issues raised;
- creativity in our educational point of view.
- 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.