Document R: Syllabus

DOCUMENT R: SYLLABUS

1. Date Prepared: October 28, 2011

2. Prepared by: Jesús Salas-Elorza

3. Department: Languages and Cultures

4. Course number: ITALIAN 102

5. Course title: Italian II

6. Credit hours: 3

Goal 8-Second Language 2 GEPs Goal 4- Cultures and Diversity 1 GEP

7. Prerequisite: ITALIAN 101 or equivalent proficiency level.

8. Catalogue description:

Develops further the four language skills: speaking, listening, reading, and writing to a proficiency level regarded as basic communication in Italian. ITALIAN 102 is for students who have completed ITALIAN 101 or the equivalent. Students earn two General Education Points for Basic Communication in a Second Language and one General Education Point for Cultures and Diversity. Italian language study is taught in its cultural context, including history, culture, diversity, and comparison with students’ native culture. Practice in language laboratory and / or use of electronic language-learning media is required. Students must have passed ITALIAN 101 or the equivalent in order to enroll in ITALIAN 102. ITALIAN 102 is offered every semester.

NB. The successful completion of this course satisfies General Education Goal 8, Basic Communication in a Second Language.

This General Education Goal may also be satisfied through placement testing as approved by the Department of Languages and Cultures.

9. Content Outline:

ITALIAN 102 is structured according to cultural and linguistic topics appropriate to this level. Topics generally concern the immediate environment, such as school and electronic communication, clothing and shopping, food and grocery shopping, cooking, family, daily routine, health and well-being, contemporary gender issues, urban life, geography, environmental issues, Italian culture, holidays and customs, and limited historical topics. Specific skills in language production are presented and developed with each topic as is relevant vocabulary. Students will confirm their ability to use the Italian language and understand it in appropriate communicative contexts. Topics include but are not limited to:

Topic Skills Structures Electronic naming, describing, buying, and The verbs dovere, Communication and using electronics and computer potere, and volere Computer Technology technology. Learning the cultural commonly used in two- differences between the USA and verb constructions with Italy’s use of information infinitives to express technology what someone has to, can, or wants to do. Clothing and Other learning appropriate formulas on passato prossimo with Wearable Items. how to request and describe avere used with regular clothes and other items; learning and irregular verbs to how to express size, color, texture, express past tense; time quality of clothing, price and use of expressions; the currency; learning cultural difference between differences and attitudes towards conoscere and sapere. fashion  Shopping for Food speaking about food products and passato prossimo of  Meals and Place the diverse food specialty stores; regular and irregular Settings describing products, colors, flavors, verbs used with essere; and terms used in cooking. Eating the use of direct and with the family and meal’s indirect object schedule; ordering food at pronouns; partitives and restaurants; learning the use of expressions of quantity metric system to buy food; learning the importance of food and the difference in diet and food consumption between the USA and Italy  Daily Routines describing daily activities and reflexive and reciprocal  Personal Hygiene learning vocabulary for hygiene verbs in present and purposes. Learning parts of the passato prossimo; the body/discuss weather, food, taste, use of ci and ne to and health conditions; cultural replace phrases. differences Health, Remedies and going to the doctor and describing use of imperfect tense Well-being. symptoms; getting to the to describe past actions; emergency room; learning about contrast and usage the Italian health system between imperfect and passato prossimo to talk about past actions

10. Methods:

1. Classroom exercises stress primarily spoken Italian. Work in small groups or pairs is done in listening and speaking. Reading and writing are routinely practiced in assignments. Assignments may involve the use of electronic media.

2. Maximum suggested class size: 25. Teaching language requires abundant practice and immediate feedback and interaction among students and between the instructor and the students. Teaching is done incrementally in the target language.

3. ITALIAN 102 is offered every year.

4. Online viewing of film clips and web search of cultural activities may be assigned.

5. Extra credit activities, such as attending cultural activities and completing assignments may be provided.

6. ITALIAN 102 may be substituted with approved study abroad experience or Credit by Examination.

11. Student Learning Objectives:

ITALIAN 102 teaches specific language skills (listening, reading, writing, and speaking) at the Novice-High/Intermediate-Low levels, according to the standards of the American Council for the Teaching of Foreign Language (ACTFL). The communicative methodology also develops students’ ability to share their knowledge of Italian culture with others, and to raise their awareness of cultural differences and similarities.

Student Learning Objectives Gen. Ed. Goal Related VALUE Rubric associated with GEPs Elements a) To manage successfully a Second Language Intercultural Knowledge limited number of and Competence: Skills uncomplicated communicative (Verbal and non-verbal tasks by creating with the communication) language in straightforward social situations (conversation topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases); to ask a few appropriate questions; to respond to simple, direct questions or requests for information. b) To communicate to others Cultures and Diversity Intercultural Knowledge information pertaining to the and Awareness: cultures of the Italian regions, Knowledge, Skills and to compare those cultures (Empathy), Attitudes with their own. (Curiosity, Openness) c) To write short, simple Second Language Intercultural Knowledge communications, compositions, and Competence: Skills descriptions, and requests for (Verbal and non-verbal information in loosely communication) connected texts that are based on topics covered in the course, personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings d) To read consistently with Second Language Intercultural Knowledge increased understanding simple, and Competence: Skills connected texts dealing with a (Verbal and non-verbal variety of basic and social communication) needs. e) To understand sentence- Second Language Intercultural Knowledge length utterances which consist and Competence: Skills of recombinations of learned (Verbal and non-verbal elements in a limited number of communication) content areas, particularly if strongly supported by the situational context (content refers to basic personal background and needs, social conventions and routine tasks, such as getting meals and receiving simple instructions and directions).

The ability to accomplish successfully in Italian most if not all of the communicative tasks identified under Course Content constitutes ACTFL proficiency at the novice-high level (see attached ACTFL Novice-High Proficiency Rubric) and is deemed by the department to constitute basic communication in a second language. These competencies also align with the VALUE Rubric Intercultural Knowledge and Competence (attached) inasmuch as students will be able to meaningfully engage culturally different others, as referenced in the Skills: verbal and nonverbal communication Element, and to articulate, recognize and participate in cultural differences in verbal communication (Italian and English), as well as nonverbal communication, and negotiate a shared understanding based on those differences. These combined ACTFL and VALUE Rubric competencies warrant the awarding of 2 GEPs toward, and the satisfaction of, General Education Goal 8, Second Language.

Successful completion of Italian II will also lead students to recognize new perspectives about their own cultural rules and biases, and to demonstrate understanding of the complexity of elements important to members of another culture in relation to its beliefs and practices (Intercultural Knowledge and Competence: Knowledge). Students will demonstrate an ability to identify their own cultural patterns, compare and contrast them with others, and adapt empathically and flexibly to unfamiliar ways of being. They will be able to initiate and develop interactions with culturally different others; they will learn to suspend judgment in valuing intellectual and emotional dimensions of more than one worldview (Skills: Attitudes/Openness), to recognize intellectual and emotional dimensions of more than one worldview (Skills: Empathy), and to ask deeper questions about other cultures and seek out answers to these questions (Skills: Attitutdes/Curiosity). These competencies warrant the awarding of 1 GEP toward the General Education Goal 4, Cultures and Diversity.

12. Student Assessment: The student learning objectives identified above (11) will be assessed through:

11 a) Daily in-class pair and group conversation activities; performance of dialogues and skits; exit interview with instructor. 11 b) Responses to in-class activities related to pertinent readings and videos; written responses on assignments. 11 c) Written responses on quizzes and tests 11 d) Responses to reading activities presented in quizzes and tests. 11 e) Responses to listening activities presented in quizzes and tests.

13. Evaluation:

The following second language communication skills will be evaluated, through the monitoring of conversations, oral interviews, quizzes and exams, and assignments, according to an established rubric and assigned an appropriately weighted grade. (The components may be modified according to pedagogical methods of individual instructors).

 Conversational skills (speaking/listening)

 Writing skills

 Reading skills

 Cultural awareness

14. Course assessment:

ITALIAN 102 is designed both to support the department’s program goals and established student learning objectives and to enhance the university’s General Education program. The assessment data gathered from the course (see 12, above), as well as the tools used to gather the data, will be reviewed at appropriate intervals both by the department Assessment Committee and the department General Education Assessment Committee to verify the extent to which student learning outcomes are being achieved. Modifications to the course will be made accordingly. Appropriate reports will be generated and supplied to the appropriate departments.

15. Supporting Materials and References: (Items marked with an asterisk * are available in the Andruss Library.)

Aski, Janice M. and Diane Musumeci. Avanti! New York: McGraw Hill, 2009. Danesi, Marcel. Italian Now! New York: Barron's Educational Series, 2005. Forgacs, David and Robert Lumley. Italian Cultural Studies: An Introduction. Oxford: Oxford UP, 1996. Lepschy Anna Laura and Giulio Lepschy. The Italian Language Today. New York: New Amsterdam Books, 1998. Love, Catherine E. Webster's New World Italian Dictionary: Italian/English, English/Italian. New York: Webster's New World, 1992. Maiden, Martin and Cecilia Robustelli. A Reference Grammar of Modern Italian. London: Hodder Education Publishers, 2007. Melis, Daniela. Pronti...Via!: Beginning Italian. New Haven: Yale UP, 2006.

16. Prototype Text: Lazzarino, Peccianti and Dini Aski. Prego! An Invitation to Italian. 6th Ed. New York: McGraw Hill, 2011. ACTFL Novice-High Proficiency Rubric

To manage successfully—always (4), mostly (3), occasionally (2), never (1)—a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation topics relate to basic personal information covering, for example:

______self and family

______daily activities

______academic/professional activities

______personal preferences

______ordering food

______making simple purchases

______health related issues

______ask appropriate questions

______respond to simple, direct questions

______ability to develop one or more of the above topics of conversation (=Intermediate-Low) INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC for more information, please contact [email protected] Definition Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark 4 3 2 1 Knowledge Articulates insights into Recognizes new Identifies own cultural rules Shows minimal awareness Cultural self- own cultural rules and perspectives about own and biases (e.g. with a of own cultural rules and awareness biases (e.g. seeking cultural rules and biases strong preference for those biases (even those shared complexity; aware of how (e.g. not looking for rules shared with own with own cultural her/his experiences have sameness; comfortable cultural group and seeks group(s)) (e.g. shaped these rules, and with the complexities that the same in others.) uncomfortable with how to recognize and new perspectives offer.) identifying possible respond to cultural biases, cultural differences with resulting in a shift in self- others.) description.) Knowledge Demonstrates sophisticated Demonstrates adequate Demonstrates partial Demonstrates surface Knowledge of understanding of the understanding of the understanding of the understanding of the cultural worldview complexity of elements complexity of elements complexity of elements complexity of elements frameworks important to members of important to members of important to members of important to members of another culture in relation another culture in relation another culture in relation another culture in relation to its history, values, to its history, values, to its history, values, to its history, values, politics, communication politics, communication politics, communication politics, communication styles, economy, or beliefs styles, economy, or beliefs styles, economy, or beliefs styles, economy, or beliefs and practices. and practices. and practices. and practices. Skills Interprets intercultural Recognizes intellectual and Identifies components of Views the experience of Empathy experience from the emotional dimensions of other cultural perspectives others but does so perspectives of own and more than one worldview but responds in all through own cultural more than one worldview and sometimes uses more situations with own worldview. and demonstrates ability to than one worldview in worldview. act in a supportive manner interactions. that recognizes the feelings of another cultural group. Skills Articulates a complex Recognizes and Identifies some cultural Has a minimal level of Verbal and understanding of cultural participates in cultural differences in verbal and understanding of cultural nonverbal differences in verbal and differences in verbal and nonverbal communication differences in verbal and communication nonverbal communication nonverbal communication and is aware that nonverbal (e.g., demonstrates and begins to negotiate a misunderstandings can communication; is unable understanding of the shared understanding occur based on those to negotiate a shared degree to which people use based on those differences but is still understanding. physical contact while differences. unable to negotiate a communicating in different shared understanding. cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. Attitudes Asks complex questions Asks deeper questions Asks simple or surface States minimal interest in Curiosity about other cultures, seeks about other cultures and questions about other learning more about other out and articulates answers seeks out answers to these cultures. cultures. to these questions that questions. reflect multiple cultural perspectives. Attitudes Initiates and develops Begins to initiate and Expresses openness to Receptive to interacting Openness interactions with culturally develop interactions with most, if not all, interactions with culturally different different others. Suspends culturally different others. with culturally different others. Has difficulty judgment in valuing her/his Begins to suspend others. Has difficulty suspending any judgment interactions with culturally judgment in valuing her/his suspending any judgment in her/his interactions different others. interactions with culturally in her/his interactions with with culturally different different others. culturally different others, others, but is unaware of and is aware of own own judgment. judgment and expresses a willingness to change.