Corsi di Studio del Dipartimento di Lingue e Letterature straniere e Culture moderne

The educational objectives of the course are the following:

Provide a thorough and articulated knowledge of the teaching of the FLE (Français Langue Etrangère) through the critical analysis of the diachronic evolution of its methodology

Provide the tools for the design of FLE educational pathways, in particular the use of ICT

Provide the basis for the CLIL methodology with a view to strengthening the FLE teaching.

Knowledge and understanding

- acquire the metalinguistic terminology relating to language teaching and FLE teaching

- understand the differences between subsequent FLE teaching/learning methodologies

- know the diachronic evolution of methodologies relating to the teaching of vocabulary, phonetics and grammar

Ability to apply knowledge and understanding

- analyze the structure of FLE manuals of different types in a diachronic perspective

- know how to analyze the selection criteria for the contents of FLE manuals

Ability to draw conclusions (making judgements)

- establish relationships between manuals and the language teaching context

- develop educational paths in FLE, in particular through the teaching of authentic materials

- analyze teaching/learning processes mediated by the use of ICT

Communication skills

- develop oral production skills in interaction during collective work sessions aimed at developing micro-didactic units

- develop individual written production skills when developing individual teaching micro-units

Ability to learn (learning skills)

Through the development of micro-teaching units:

- select lexical, phonetic and morphosyntactic contents

- teach the selected contents

- identify the linguistic skills to apply

Critical analysis of the diachronic evolution of the methods for teaching the FLE (Français Langue Etrangère): from the MAV (Visual Audio Methods) to the communicative approach of the CEFR, analysis of the founding manuals of each evolutionary phase.

• Design and development of teaching activities of the FLE: elaboration of didactic courses, teaching of authentic materials for the levels of the QCER included between A1 and C2.

• Study of the teaching and learning processes of the FLE mediated by the use of ICT (new digital technologies, new teaching / learning modalities): design of materials, subsidies and educational courses with multimedia and ICT resources.

• Introduction to the CLIL methodology (Content and Language Integrated Learning) for DNL teachers (Non-Linguistic Disciplines): epistemological and methodological-procedural foundations, critical analysis of didactic courses in French for humanistic and scientific subjects.

Lessons on theoretical notions of the program, practical exercises aimed at illustration and preparation of FLE learning paths.

Part A 

Part A relates to the tests of the three students who complete the French language course.

PART B

Individual final 20-minute oral, in which students will have to present their PPT commenting on their work in creating a micro-teaching unit. In addition to the assessment of didactical skills, the assessment of language skills will focus on both the quality of the oral and the quality of the editorial competence of the PPT, thus integrating an element of written assessment.

Analysis of the FLE Français Langue Etrangère website made available to students.

At the beginning of the lectures a corpus of websites dedicated to learning the FLE (Français Langue Etrangère) will be indicated, with self-correction tools, which students can and will be invited to use individually and autonomously for further exercises.

The course material will be uploaded in its entirety onto the lecturer's moodle platform, the link to which will be provided at the beginning of the course.

For students with physical disabilities, dyslexia, and other specific learning difficulties, please visit the University's support page (https://www.unito.it/servizi/lo-studio/studenti-con-disabilita) and admission information (https://www.unito.it/accoglienza-studenti-con-disabilita-e-dsa). The procedures for requesting support during exams can be found here: https://www.unito.it/servizi/lo-studio/studenti-e-studentesse-con-disabilita/supporto-studenti-e-studentesse-con.

Students with dyslexia and other specific learning difficulties are required to inform the lecturer at the beginning of the course in order to agree on an individual study programme tailored to their needs, including appropriate compensation and dispensation measures for examinations.

At the beginning of the year, students will be provided with a FLE Français Langue Etrangère site, a basic tool for finding resources and authentic materials to be taught as well as a work tool for linguistic enhancement.

We also recommend reading the following works:

• Jean-Pierre Cuq, Isabelle Gruca, Cours de didactique du français langue étrangère et seconde, 4^e édition, PUG, 2017
• P. Bertocchini, E. Costanzo, Manuel pratique pour le professeur de FLE, CLE International, Paris, 2016.

Both the written part and the oral part of the exam are held in French.