Teaching systems and language skills language B/C - Italian 3200-M1-NSSJBW

In terms of knowledge, the graduate knows and understands:
D.1.W4 – the subject-specific, didactic, and educational competences of a teacher, including the need for professional development (also through the use of information and communication technologies), the need to adapt communication methods to students’ developmental level, and to stimulate learners’ cognitive activity, including the creation of didactic situations; the importance of the teacher’s authority and the principles of teacher–student interaction during lessons; moderating interactions between students; the teacher’s role as a promoter of knowledge; and the importance of cooperating in the educational process with students’ parents or guardians, school staff, and the broader community.
D.1.W5 – conventional and unconventional teaching methods, including activating methods and the project method; learning through action, discovery, or scientific inquiry, as well as students’ research work; and the principles of selecting teaching methods appropriate for a given subject or type of class.
D.1.W6 – the methodology of implementing specific curriculum content within a subject or class, including substantive and methodological solutions, good practices, adapting instruction to the needs and abilities of students or groups of students with different learning potentials and styles; typical subject-related learner errors, their role, and ways of using them in the teaching process.
D.1.W8 – ways of organizing classroom space with consideration for universal design principles; teaching aids (textbooks and educational packages), educational resources — selecting and using materials, including electronic and foreign-language resources; educational uses of media and information and communication technologies; computational thinking in solving problems within the taught subject or classes; the need to search for, adapt, and create electronic educational resources and design multimedia.
D.1.W9 – teaching methods relevant to the subject taught or classes conducted, as well as the importance of shaping attitudes of responsible and critical use of digital media and respect for intellectual property rights.
D.1.W10 – the role of diagnosis, monitoring, and assessment in teaching; types of assessment: ongoing, mid-term, and end-of-year assessment, internal and external evaluation; the functions of assessment.
D.1.W11 – final examinations at a given educational stage and ways of constructing tests, quizzes, and other tools useful in assessing students within the taught subject.

In terms of skills, the graduate is able to:
D.1.U5 – create didactic situations that foster students’ activity, develop their interests, and promote knowledge.
D.1.U7 – select classwork methods and teaching aids, including ICT tools, that activate students and address their diverse educational needs.
D.1.U8 – evaluate students’ work completed in class and at home in a substantive, professional, and reliable manner.
D.1.U9 – design a test to assess specific student skills.
D.1.U10 – identify typical learner errors characteristic of the subject or type of class and use them in the teaching process.
D.1.U11 – conduct an initial diagnosis of a student’s skills.

In terms of social competences, the graduate is ready to:
D.1.K1 – adapt working methods to students’ needs and diverse learning styles.
D.1.K4 – promote responsible and critical use of digital media as well as respect for intellectual property rights.
D.1.K5 – foster students’ collaboration skills, including group problem-solving.
D.1.K7 – develop students’ curiosity, activity, cognitive independence, and logical and critical thinking.
D.1.K8 – shape the habit of systematic learning and using various sources of knowledge, including the Internet.
D.1.K9 – stimulate students’ willingness to learn throughout life through independent work.

The course ends with an exam. Admission to the exam requires prior fulfillment of the requirements specified by the instructor, such as completing a mini-project or preparing and conducting a mini-lesson for primary school pupils in grades 4–8. After passing the exam, the student receives 2 ECTS credits.

The final grade is determined by grades from ongoing assignments (40%) and the exam (60%).

60%-70% = 3
71%-76% = 3+
77%-83% = 4
84%-89% = 4+
90%-100% = 5

The course includes an internship component:
60 hours for students taking Italian as their first foreign language;
or
45 hours for students taking Italian as their second foreign language.

Balboni P. E. (2012). Le sfide di Babele, Insegnare le lingue nelle società complesse, Torino: UTET.
Balboni P. E. (2023). Le “nuove” sfide di Babele. Insegnare le lingue nelle società “liquide”: manuale di (auto)formazione per insegnanti di lingue straniere. Torino: UTET.
De Marco A. (2007). Manuale di glottodidattica: insegnare una lingua straniera, Firenze: Carocci.
Diadori P. (red.) (2015). Insegnare italiano a stranieri, Milano: Le Monnier
Diadori P., Palermo M., Troncarelli D. (2025). Insegnare italiano come seconda lingua. Contesti di apprendimento e metodologie di insegnamento. Roma: Carocci
Komorowska H. (2001). Metodyka Nauczania Języków Obcych. Warszawa: Fraszka Edukacyjna
Komorowska H. (ed.) (2011). Nauka języka obcego w perspektywie ucznia. Warszawa: Łośgraf. (123-139).
Szpotowicz, M. (2011). Wyzwania związane z ocenianiem umiejętności językowych dzieci. Języki Obce w Szkole nr 4/2011. Warszawa: Ośrodek RoReilly,

Websites:
1. https://cke.gov.pl/egzamin-maturalny/
2. https://rm.coe.int/quadro-comune-europeo-di-riferimento-per-le-lingue-apprendimento-inseg/1680a52d52
3. https://issuu.com/loeschereditore/docs/quaderno_della_ricerca_85?fr=sYWY3NDYyOTYwMDg
4. https://www.ditals.com/ditals/
5. https://cvcl.unistrapg.it/pagine/esami-celi-generici
6. https://cils.unistrasi.it/
7. https://plida.dante.global/en/plida-exams