Theories of language learning, language awareness and processes involved in language learning
Part of the
Pathway in CLIL - Content and Language Integrated Learning
Pathway in Didactic Innovation and CLIL
About the Course
The course aims to present theories of language learning, aspects of language awareness and exploration of the processes involved in language learning.The first unit which covers in 12 online sections the theories of language learning, takes course participants on a tour of the main theories of language learning from the the behaviourist ideas of Skinner with their consequences for language learning and classroom practice through their antithesis in Chomsky and his Universal grammar. Though this explained some of the similarities in languages, it was later thinkers who shed a light on how people acquire second or additional languages and some of these theories round off this part of the course.
The second unit, embracing language awareness looks at some of the important elements that must be understood and explored by course participants both for their own self development and to enable them to integrate these into their teaching. These include features of lexis, narrative, verb forms, concept checking, noun phrases, functional language and discourse analysis with its importance in the coding and decoding of relationships intentions and attitudes.
The third unit which takes the form of one six-hour session in presence concludes this cycle with a treatment of the language learning process, with particular emphasis on Stephen Krashen’s work on the concepts of language learning and language acquisition looks at our understanding of the factors and mechanisms at play when we learn a second or additional language. With consideration of such phenomena as affective filters and the role of L1 interference learners progress towards proficiency via Interlanguage. Recent studies have helped clarify and quantify the gap between conversational proficiency or BICS (Basic Interpersonal Communication Skills) and the acquisition of the altogether more sophisticated reading, writing and reasoning skills involved in academic performance - CALP (Cognitive Academic Language Proficiency).
Webinars are planned in which teachers will meet students by streaming.This course is the first of the third Module of the Master -master is not active- in “Didactic innovation and CLIL” organized by the University of Foggia for the academic year. 2017/2018 -master is not active-
Social Science
Training hours12
LevelIntermediate
Course ModeTutored
English
Duration3 weeks
TypeOnline
Course StatusSoft Tutoring
Course Agenda
Enrollments Start
Course Opens
Tutoring Starts
Tutoring Stops
Soft Tutoring
Course Closes
Learning outcomes
By the end of this module participants will be able to link classroom practices to the theories of language learning that underpinned them. They will deal more confidently with the language, establishing the basis of more effective teaching and communication with their learners in the language and identifying tools and strategies to help their learners move to higher levels of performance.Participants will also be ready to identify in the classroom those stages in their learners progress towards greater proficiency and be more likely to recognise the factors in their own approach that facilitate effective learning.
Background and Requirements
The attendants to this course should have an (upper)-intermediate level of English (B1/B2).Textbooks
The course is based almost exclusively on materials made accessible to the learners via the customised website.Course Format
Lectures and 2 interactive activities (4 and 18 December 2018).Certificates and Exam rules
Attendance Certificate
The certificate of attendance and the Badge will be issued after participating in all the learning activities and completing with positive results the assessment activities included in the course.
