Methodological Guidelines Pastille Project Edited by Sonia Maura Barillari and Gianluca Olcese Copyright © 2021 All rights reserved Editors: Sonia Maura Barillari (University of Genova), Gianluca Olcese (University of Wrocław) No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means: electronic, electrostatic, magnetic, tape, mechanical photocopying, recording or otherwise without the written permission of the Publisher. For permission to use material from this book please contact us: [email protected] The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The Erasmus+ National Agency in Poland support for the production of this publication does not constitute an endorsement of the contents which reflect the views only of the authors, and the Erasmus+ National Agency in Poland cannot be held responsible for any use which may be made of the information contained therein. Introduction: from Theory to Praxis ................................................................................................................... 4 1. Introduction ................................................................................................................................................ 4 2. Didactic approaches to the teaching of Italian language ........................................................................... 5 3. Innovation .................................................................................................................................................. 7 4. Motivation .................................................................................................................................................. 8 5. Conclusion ................................................................................................................................................. 9 Methodological Premise .................................................................................................................................. 11 1. The art of ancient memory ....................................................................................................................... 11 2. The natural stages of acquisition ............................................................................................................. 12 3. Acquisition of contextualized vocabulary ................................................................................................. 14 Module 1 – Language acquisition .................................................................................................................... 17 1. Introduction .............................................................................................................................................. 17 2. Common European Framework of Reference (CEFR) ........................................................................... 18 3. European Language Portfolio (ELP) ........................................................................................................ 20 4. Certificates of Knowledge of the Italian Language as a Foreign language or Second language............ 22 5. Conclusions ............................................................................................................................................. 23 Module 2 – History of Italian Language and History of Pastille Project ........................................................... 25 1. Short history of Italian Language ............................................................................................................. 25 2. History of the Pastille Project ................................................................................................................... 30 3. Italian language and its varieties. Which Italian to teach?....................................................................... 33 Module 3 – Methodology ................................................................................................................................. 37 1. Theories and disciplines influencing glottodidactics ................................................................................ 37 2. Nativist Theory of Language Acquisition (Chomsky) ............................................................................... 40 3. Cognitivist-Constructivist Learning Hypothesis ....................................................................................... 41 4. Methodological Principles and Class Management Activities ................................................................. 47 5. Principles ................................................................................................................................................. 49 6. Correspondence between CEFR levels and Linguistic Competences .................................................... 54 Module 4 – Teaching and Assessment Tools.................................................................................................. 57 1. Didactic Units ........................................................................................................................................... 57 2. Pastille website ........................................................................................................................................ 59 Module 5 – Monitoring and Evaluation of the Didactic Unit Construction Process ......................................... 62 1. Monitoring and evaluation: theoretical framework ................................................................................... 62 2. Monitoring and evaluation plan for the construction phase of the PASTILLE project's teaching units ... 64 Introduction: from Theory to Praxis Gianluca Olcese University of Wrocław Wrocław, Poland Translated by Vittoria Rubini, Società Dante Alighieri, Wrocław Abstract The aim of this guide is to introduce teachers to the use of a new teaching method for Italian as a foreign language, which uses texts, films, songs, and other art forms as tools to transmit culture through the target language by means of modern glottodidactic theory and access to multimedia materials linked to e-learning strategies that can encourage research and development of personal culture. The language learning takes place in a European perspective, aware of the links of continuity and exchange between the different regions of Europe and, starting from the Mediterranean basin, deepens the international historical links in a broad dimension. The teaching materials will be available free of charge for students and teachers, thus contributing to the development of a sense of belonging to Europe and global citizenship. Through the knowledge of the Italian tradition and language, the method consciously encourages the learning of other foreign languages and the link with the culture in which they flourished. 1. Introduction The methodological guide drawn up by the international experts within the PASTILLE project consortium is aimed first and foremost at providing teachers of Italian language and culture with the theoretical key that underpins our method. This guide is aimed at university teachers and, more generally, is accessible to teachers of Italian in schools of different types and grades so that they can make practical use of the didactic units and other tools created for better teaching and learning of the Italian language and deepen their knowledge of the didactic, motivational, and biological aspects that fall within the field of study of the language. The guide can also be helpful to students wishing to achieve a practical understanding of the learning processes and thus consciously stimulate their motivation, while highlighting the double thread linking the language to the culture and therefore to the artistic production of the areas in which it is spoken and an integral part of daily life as a whole, not just in the field of communication. The contents of the modules include the following information: Level 1 - Preparatory knowledge introducing the essential information needed to properly understand the overall functioning of the method, which includes, along with theory, references to history and the importance of cultural values. Level 2 - Specific factors of motivation and demotivation that can occur when learning a new language and the signals allowing to identify them. Level 3 - Prevention of demotivation and intervention for specific needs of learners, recent acquisitions in the field of language learning, together with elements of neurology. 4 2. Didactic approaches to the teaching of Italian language The PASTILLE project aims at deepening the participants' linguistic and cultural knowledge. At the same time, intercultural learning in a rapidly growing European community integrated in the Mediterranean seems to be important also, and above all, in the training of students as future cultural promoters and mediators. It is therefore necessary to develop a wide selection of teaching materials based on cultural expressions that have artistic value, as a model and enrichment. The teaching units’ target groups are students who are proficient in Italian or preparing to learn Italian, in order to provide them with skills and knowledge that the language conveys, about the Italian tradition and