B024353 - WORKSHOP: ENGLISH LANGUAGE

ENGLISH

english

The English Language Learning-Teaching Methodology Workshop for English in primary school includes: the acquisition of English phonemes (IPA) by attendees so as to expose YLs to an intelligible pronunciation; analysis, design and simulation of teaching activities in English; connection of theoretical learning (Italian and European reference texts related to language learning, teaching, assessment) with application.

The English Language Learning-Teaching Methodology Workshop for English in primary school includes: the acquisition of English phonemes (IPA) by attendees so as to expose YLs to an intelligible pronunciation; analysis, design and simulation of teaching activities in English; connection of theoretical learning (Italian and European reference texts related to language learning, teaching, assessment) with application.

Reference documents:
Italian and European Reference documents for the learning, teaching, assessment of languages are documents with which students learn how to use as reference documents in order to locate information they need to fullfil the requirements of their teaching contexts e.g. syllabus & curriculum development, in the first cycle of the Italian educational system at CEFR Level A1:

Suggested Reference Texts for personal language competence development:
Monolingual Study Dictionary e.g., Longman Active Study Dictionary of English or Pearson Wordwise English Dictionary
Seal, B. Vocabulary Builder 1. London: Longman
McCarthy, M., O'Dell, F. (1999). English Vocabulary in Use (intermediate). Cambridge: CUP.
Redman, S. (1997). English Vocabulary in Use (Pre-inter & inter). Cambridge:CUP.
Underhill, A. (2005). Sound Foundations: Learning & Teaching Pronunciation. Oxford: MacMillan.

Reference documents:
Italian and European Reference documents for the learning, teaching, assessment of languages to use as reference documents in order to fulfil the requirements of their teaching contexts e.g. syllabus & curriculum development, in the first cycle of the Italian educational system at CEFR Level A1:1) Indicazioni nazionali e nuovi scenari del 2018;
2) EU Key Competences Framework (2018);
3) CoE (2001). Common European Framework of Reference for Languages: Learning, teaching assessment Cap. 2 & le tabelle e descrittori inerenti alle competenze di Lingua Inglese per la scuola primaria;
4) CoE (2001). European Language Portfolio;
5) CoE (2008). European Portfolio for Student Teachers of Languages;
6) Guerin, E. (2016). Progettare un'unità didattica per la lingua inglese per la scuola primaria. In D. Capperucci, G. Franceschini, E. Guerin, G. Perticone, (2016) Progettare per unità di competenza nella scuola primaria. Franco Angeli: Milano;
7) CoE (2018). Companion Volume to CEFR - le tabelle e descrittori inerenti alle competenze di Lingua Inglese per la scuola primaria;
8) Guerin, E. (2016). Progettazione per 'unità di competenza' e insegnamento della lingua inglese: dal Common European Framework of Reference alle Indicazioni nazionali. In D. Capperucci, G., Franceschini, E. Guerin, G. Perticone, G. Progettare per unità di competenza nella scuola primaria. Franco Angeli: Milano.
9) Guerin, E. (2017). Developing Phonological Awareness for English Language Learning in Infant and Primary School. In D. Capperucci, D,. E. Guerin, Innovative European Approaches for In-service and Pre-service English Language Teachers in Primary Education.
10) Guerin, E., Zappaterra, T. (2019). L'insegnamento della Lingua Inglese e i disturbi specifici dell'apprendimento. Guerini Scientifica: Milano
o qualsiasi altro materiale di riferimento che venga usato/fornito durante gli incontri.

Suggerimenti di testi per l'apprendimento linguistico individuale:
Monolingual Study Dictionary e.g., Longman Active Study Dictionary of English or Pearson Wordwise English Dictionary
Seal, B. Vocabulary Builder 1. London: Longman
McCarthy, M., O'Dell, F. (1999). English Vocabulary in Use (intermediate). Cambridge: CUP.
Redman, S. (1997). English Vocabulary in Use (Pre-inter & inter). Cambridge:CUP.
Underhill, A. (2005). Sound Foundations: Learning & Teaching Pronunciation. Oxford: MacMillan.

On the basis of the 'Dublin Descriptors' (http://ecahe.eu/w/index.php/Dublin_Descriptors), the training curriculum of the CdL in Primary Education Sciences includes a "characterizing area" dedicated to (i) the in-depth study of the contents to be taught in the First-cycle levels of Education and to (ii) the learning of language skills and foreign language (English). A further area concerns the full integration of pupils with special educational needs and disabilities.
With regard to the objectives of the English Language Learning-Teaching Methodology Workshop activities, the learner is expected to acquire the knowledge (dealing with language, educational principles, language theories and practices that characterise L2 learning (i.e. Dublin Descriptor 1: Knowledge and understanding) and skills such as the ability to apply knowledge for problem solving or for carrying out L2 learning and understanding tasks (i.e. Dublin Descriptor 2: Applying knowledge and understanding). The workshop participant also needs to demonstrate the acquisition of transversal skills (communicative skills in the context of the classroom (interaction with children using L2 intelligibly in a manner appropriate to the domains and location of daily use by children of language 2 (CEFR Level A1) and also in L2 to CEFR Level B2 (professional use of language 2 i.e. Dublin Descriptor 4: Communication - Communication skills), autonomy of judgment (being able to interpret in a constructive-critical way ways of interacting using L2 in classroom interventions, contents and teaching materials, in addition to showing autonomy of judgement related to the professional literature on the same topics - (Dublin Descriptor 3: Making judgements - Autonomy of judgment), and demonstrate learning skills - learning-to-learn i.e., learning skills (Dublin Descriptor 5: Lifelong learning).

The methodological workshop on English language learning-teaching in primary school aims to
- introduce students to national and European reference texts related to L2 learning, teaching, assessment;
- promote the understanding and knowledge and use of these reference texts related to the context of primary school in Italy;
- help teacher-trainees acquire the basic notions of competence in the didactic planning of L2 and in language assessment;
- raise awareness among pre-service teachers of the approaches to language teaching in other European contexts, and to the literature concerning language education in terms of the development of communicative language skills & competences;
This methodological laboratory aims to develop trainee-teacher design-competence in language learning-teaching with particular attention to language lesson planning (including CLIL) and language assessment competences also in an inclusive approach based on didactic units of competence in primary school.

Expected learning outcomes at the end of the workshop for the trainee-teacher as learner (see Dublin Descriptors):

1) knows and understands the design model proposed also for an inclusive type of language competence-based unit for L2 in primary school;
2) is able to refer to and use the contents of the 2012 & the 2018 National Guidelines and New Scenarios together with the other European reference documents for languages within the proposed L2 inclusive design model;
3) demonstrates a capacity for reflection and constructive-criticism of approaches adopted in language learning-teaching & assessment in primary school contexts, contents and teaching materials proposed and available for L2;
4) is able to work in a team (group) to develop a short draft-project to help YLs to learn English in the First-cycle and reflect on how and what types of assessment to apply based on the envisaged L2 learning objectives & outcomes for the YLs;
5) demonstrates language skills at CEFR Level B2 (minimum) in English as a teaching professional;
6) is able to identify everyday objects used by children (up to the age of eleven), and pronounce them intelligibly;
7) is able to adopt a reasoned and ludic approach to encourage L2 learning in YLs.

At the end of the workshop, Learners will be able to draft a pre-requisite mini-lesson plan (c. 10 min.).

Thus, the Dublin Descriptors addressed are:
1. Knowledge and understanding:
is supported by advanced text & reference books & documents with some aspects informed by knowledge at the forefront of learners' field of study (Language learning, teaching, assessment in Infant & Primary School);
2. Applying knowledge and understanding:
Learners can apply their knowledge (both theoretical and existential) knowledge and understanding in a manner that indicates a professional approach to their profession, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study (Language learning, teaching, assessment in Infant & Primary School contexts);
3. Making judgements:
Learners can gather and interpret relevant data (in their field of study - i.e. pedagogy & language) to inform judgements that include reflection on relevant social, scientific or ethical issues;
4. Communication: Learners can communicate
information, ideas, problems and solutions related to their future profession to both specialist and non-specialist audiences;
5. Learning skills:
Learners develop those skills (Learning to Learn) needed to study further with a high level of autonomy in their chosen professional field.

On the basis of the 'Dublin Descriptors' (http://ecahe.eu/w/index.php/Dublin_Descriptors), the training curriculum of the CdL in Primary Education Sciences includes a "characterizing area" dedicated to (i) the in-depth study of the contents to be taught in the First-cycle levels of Education and to (ii) the learning of language skills and foreign language (English). A further area concerns the full integration of pupils with special educational needs and disabilities.
With regard to the objectives of the English Language Learning-Teaching Methodology Workshop activities, the learner is expected to acquire the knowledge (dealing with language, educational principles, language theories and practices that characterise L2 learning (i.e. Dublin Descriptor 1: Knowledge and understanding) and skills such as the ability to apply knowledge for problem solving or for carrying out L2 learning and understanding tasks (i.e. Dublin Descriptor 2: Applying knowledge and understanding). The workshop participant also needs to demonstrate the acquisition of transversal skills (communicative skills in the context of the classroom (interaction with children using L2 intelligibly in a manner appropriate to the domains and location of daily use by children of language 2 (CEFR Level A1) and also in L2 to CEFR Level B2 (professional use of language 2 i.e. Dublin Descriptor 4: Communication - Communication skills), autonomy of judgment (being able to interpret in a constructive-critical way ways of interacting using L2 in classroom interventions, contents and teaching materials, in addition to showing autonomy of judgement related to the professional literature on the same topics - (Dublin Descriptor 3: Making judgements - Autonomy of judgment), and demonstrate learning skills - learning-to-learn i.e., learning skills (Dublin Descriptor 5: Lifelong learning).

The methodological workshop on English language learning-teaching in primary school aims to
- introduce students to national and European reference texts related to L2 learning, teaching, assessment;
- promote the understanding and knowledge and use of these reference texts related to the context of primary school in Italy;
- help teacher-trainees acquire the basic notions of competence in the didactic planning of L2 and in language assessment;
- raise awareness among pre-service teachers of the approaches to language teaching in other European contexts, and to the literature concerning language education in terms of the development of communicative language skills & competences;
This methodological laboratory aims to develop trainee-teacher design-competence in language learning-teaching with particular attention to language lesson planning (including CLIL) and language assessment competences also in an inclusive approach based on didactic units of competence in primary school.
Expected learning outcomes at the end of the workshop for the trainee-teacher as learner (see Dublin Descriptors):
1) knows and understands the design model proposed
2) is able to refer to and use the contents of the 2012 & the 2018 National Guidelines and New Scenarios together with the other European reference documents for languages within the proposed L2 inclusive design model;
3) demonstrates a capacity for reflection and constructive-criticism of approaches adopted in language learning-teaching & assessment in primary school contexts, contents and teaching materials proposed and available for L2;
4) is able to work in a team (group) to develop a short draft-project to help YLs to learn English in the First-cycle and reflect on how and what types of assessment to apply based on the envisaged L2 learning objectives & outcomes for the YLs;
5) demonstrates language skills at CEFR Level B2 (minimum) in English as a teaching professional;
6) is able to identify everyday objects used by children (up to the age of eleven), and pronounce them intelligibly;
7) is able to adopt a reasoned and ludic approach to encourage L2 learning in YLs.

At the end of the workshop, Learners will be able to draft a pre-requisite mini-lesson plan (c. 10 min.).

Thus, the Dublin Descriptors addressed are:
1. Knowledge and understanding:
is supported by advanced text & reference books & documents with some aspects informed by knowledge at the forefront of learners' field of study (Language learning, teaching, assessment in Infant & Primary School);
2. Applying knowledge and understanding:
Learners can apply their knowledge (both theoretical and existential) knowledge and understanding in a manner that indicates a professional approach to their profession, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study (Language learning, teaching, assessment in Infant & Primary School contexts);
3. Making judgements:
Learners can gather and interpret relevant data (in their field of study - i.e. pedagogy & language) to inform judgements that include reflection on relevant social, scientific or ethical issues;
4. Communication: Learners can communicate
information, ideas, problems and solutions related to their future profession to both specialist and non-specialist audiences;
5. Learning skills:
Learners develop those skills (Learning to Learn) needed to study further with a high level of autonomy in their chosen professional field.

The specific knowledge and/or basic skills that the learner needs to possess before attending the English language learning-teaching methodology workshop in order to make the most of it, are:
have a good command of the five areas of communicative English language competences (receptive oral comprehension (listenng), receptive visual comprehension (reading), oral production (monologue/presentation), oral interaction, writing) as described for CEFR Level B1-/B1.
In addition, in order to take the workshop exam in the 2nd. year, the learner must comply with the required successful completion of the prerequisites related to workshops as well as the exam regulations.

The specific knowledge and basic skills that learners need before attending the English language learning-teaching methodology workshop in order to make the most of it, are:
have a good command of the five areas of communicative English language competences (receptive: oral comprehension (listenng), visual comprehension (reading), oral production (monologue/presentation), oral interaction (interaction), writing) as described for CEFR Level B1-/B1.
To take the workshop exam in the 2nd. year, learners must comply with the required successful completion of the prerequisites related to workshops and exam regulations.

Workshop attendance is compulsory.
- The proposed training activities meet the objectives of learning through the workshop activities (educational-didactic guided actions; simulations; individual and group production of projects and materials for the activation of enhanced, specialized and individualized educational-methodological approaches & interventions; analysis and critical evaluation of tools, techniques, methodologies, specialized actions);
The ways in which training objectives and learning outcomes are to be achieved include:
- face-2-face formal information sessions and follow-up application sessions using concrete examples for the learning of new knowledge - use of Italian and European reference documents, linguistic aspects related to phonology ('Dublin Descriptor' 1. knowledge);
- application of theoretical methodological and linguistic aspects by applying the concepts contained in the reference documents through exercises, planning, problem-solving, communication, reflection ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning);
individual work (portfolio of linguistic and methodological competences) ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning));
group work ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning);
Draft Group-Design (workshop session/s) and individual implementation of a sample language learning-teaching lesson (including a proposal for assessment for learning for learners (duration:10-12 min)to be submitted in paper and on DVD) (i.e. 'Dublin Descriptors' 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning).
During the Workshop sessions learners refer to, and make use of, Italian & EU Language learning, teaching & assessment documents (DDs 3 & 5) such as
1) National indications for 2012;
2) National indications and new scenarios for 2018;
3) EU Key Competences Framework (2018);
4) CoE (2001). Common European Framework of Reference for Languages: Learning, teaching assessment & tables and descriptors concerning English language competences for primary school;
5) CoE (2001). European Language Portfolio;
6) CoE (2008). European Portfolio for Student Teachers of Languages;
7) Guerin, E. (2016). Progettare un'unità didattica per la lingua inglese per la scuola primaria. In D. Capperucci, G. Franceschini, E. Guerin, G. Perticone, (2016) Progettare per unità di competenza nella scuola primaria. Franco Angeli: Milano;
8) CoE (2018). Companion Volume to CEFR - tables and descriptors concerning English language competences for primary school;
9) or any other reference materials that will be provided during the workshop sessions.

Workshop attendance is compulsory.
- The proposed training activities meet the objectives of learning through the workshop activities (educational-didactic guided actions; simulations; individual and group production of projects and materials for the activation of enhanced, specialized and individualized educational-methodological approaches & interventions; analysis and critical evaluation of tools, techniques, methodologies, specialized actions);
The ways in which training objectives and learning outcomes are to be achieved include:
- face-2-face formal information sessions and follow-up application sessions using concrete examples for the learning of new knowledge - use of Italian and European reference documents, linguistic aspects related to phonology ('Dublin Descriptor' 1. knowledge);
- application of theoretical methodological and linguistic aspects by applying the concepts contained in the reference documents through exercises, planning, problem-solving, communication, reflection ('Dublin Descriptors' 1-5 skills and competence,autonomy of judgment, lifelong learning);
individual work (portfolio of linguistic and methodological competences) ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning));
group work ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning);
Draft Group-Design (workshop session/s) and individual implementation of a sample language learning-teaching lesson (including a proposal for assessment for learning for learners (duration:10-12 min)to be submitted in paper and on DVD) (i.e. 'Dublin Descriptors' 2.3 4 5 Application of skills and competences, 3. autonomy of judgment, 5. lifelong learning).
During the Workshop sessions learners refer to, and make use of, Italian & EU Language learning, teaching & assessment documents (DDs 3 & 5) .
Refere to the Section:Testi di riferimento

Workshop attendance is compulsory.
- The proposed training activities meet the objectives of learning through the workshop activities (educational-didactic guided actions; simulations; individual and group production of projects and materials for the activation of enhanced, specialized and individualized educational-methodological approaches & interventions; analysis and critical evaluation of tools, techniques, methodologies, specialized actions);
The ways in which training objectives and learning outcomes are to be achieved include:
- face-2-face formal information sessions and follow-up application sessions using concrete examples for the learning of new knowledge - use of Italian and European reference documents, linguistic aspects related to phonology ('Dublin Descriptor' 1. knowledge);
- application of theoretical methodological and linguistic aspects by applying the concepts contained in the reference documents through exercises, planning, problem-solving, communication, reflection ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning);
individual work (portfolio of linguistic and methodological competences) ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning));
group work ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning);
Draft Group-Design (workshop session/s) and individual implementation of a sample language learning-teaching lesson (including a proposal for assessment for learning for learners (duration:10-12 min)to be submitted in paper and on DVD) (i.e. 'Dublin Descriptors' 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning).
During the Workshop sessions learners refer to, and make use of, Italian & EU Language learning, teaching & assessment documents (DDs 3 & 5) such as
1) National indications for 2012;
2) National indications and new scenarios for 2018;
3) EU Key Competences Framework (2018);
4) CoE (2001). Common European Framework of Reference for Languages: Learning, teaching assessment & tables and descriptors concerning English language competences for primary school;
5) CoE (2001). European Language Portfolio;
6) CoE (2008). European Portfolio for Student Teachers of Languages;
7) Guerin, E. (2016). Progettare un'unità didattica per la lingua inglese per la scuola primaria. In D. Capperucci, G. Franceschini, E. Guerin, G. Perticone, (2016) Progettare per unità di competenza nella scuola primaria. Franco Angeli: Milano;
8) CoE (2018). Companion Volume to CEFR - tables and descriptors concerning English language competences for primary school;
9) or any other reference materials that will be provided during the workshop sessions.

Portfolio:
This portfolio is a personal work-in-progress document (DD2, 3 & 5) which demonstrates workshop participant language and methodological competences to refer to, and apply English Language learning-teaching methodology throughout Primary School (for children at CEFR Level A1). It contains samples of:
It’s divided into three parts:a linguistic Biography with the CV; English certifications; the linguistic dossier.

This is your individual and complete record of all the work you do during the workshop. It includes various things such as homework, project planning and development, teamwork contribution etc.
Your Portfolio should include a written explanation of the significance of each entry; this helps you to think about and critique your approach to language learning and your English language development (DD 1, 2, 3, 4. 5).
The care you take in developing your English Language Teaching Methodology Portfolio contributes to your final workshop result.

How to develop your Portfolio:
The first page has:
• a passport size photo of you
• your name (as in your registration booklet/card)
• your matriculation number
• your degree course, your course code, year of study, & current status
• your e-mail address.

The portfolio itself is divided into the following thirteen sections which are specifically related to what you learn and do in relation to this workshop:
1. Lexis - contains all new vocabulary you find during the sessions – if you want with Italian equivalent;
2. Grammar - contains the new/old grammar points that are important for you; with the Paradigms of irregular verbs or orthographic variations
3 False Friends
4. Tasks - contains activities done during workshop, as well as homework;
Structures - contains the language structures you find difficulty with when you work in English;
5. Reflections - contains your reflection about each lesson and what you learned, how you learned etc.;
6. Project Planning and Development of Materials (for Language Learning – Lingua, & Language Teaching - Didattica); Teamwork contribution drafting and working with project & personal thematic development mini-lezione (10-12 min.);
7. Pronunciation observations and examples; Audio Texts or Listening Tasks you use to help you improve your English sound perception and production – These are listening tasks not reading ones website: https://www.bbc.co.uk/programmes/b03g64pd/episodes/downloads ;
8. EPOSTL
Final Submission deadline for Portfolio & Epostl is on a few days before the exam in the session you choose.

Assessment of/for Learning
THE EXAM IS ALL IN ENGLISH
Oral & written components (Assessment of Learning) together with your Personal Language Portfolio, EPOSTL & project assessment - individual contribution to the groupwork (Assessment for Learning).


FINAL EXAM STRUCTURE
The whole exam is through the medium of ENGLISH.
Final exam is oral (TOT: 500 marks) & written (TOT: 300 marks), with assessment of Personal Language Portfolio cum EPOSTL (TOT: 100 marks) & Learning-teaching DVD & Primary School Project (TOT: 100 marks): overall tot.: 1000 marks)

HOW IS THE EXAM STRUCTURED?
The exam is structured as follows: Three Written papers:
Paper 1. Phonemic Competences (60mins.) - 5 questions:
Q.1. identify 25 child-related daily objects represented in the image (25 marks – 15mins);
Q.2. English phonemic competence – from sounds to orthography or how phonemes are represented in orthography using the IPA symbols (International Phonetic Alphabet) (25 marks – 15mins);
Q.3. English Orthoepic Competence - how spelling/s can be used to represent one or more sound/s in English (25 marks - 15 mins.);
Q.4. Identification of given phonemes in a selection of common everyday words Orthoepic Competence B - (10 marks- 5 mins);
General question related to English phonemes and learning-teaching L2 (English) (15 marks – 10mins);
Q.5. Phonemic transcription of 25 English words given
Paper 1:
Time: TOT: 60 min; Score: 100 marks);

Paper 2. Compulsory Text: 5 short open-ended questions (30mins.);
Tempo: TOT: 30 min; Punteggio: 100 punti;

Paper 3. From Theory to Methodological Competences: e.g. develop a lesson plan from the image provided on the basis of the instructions given (30mins.).

Tempo: TOT: 30 min. - TOT: 100 punti).


Oral Exam Part (TOT: 500 punti):
Discussion on Compulsory oral & written Texts, identification of objects from children's daily lives and pronunciation of them intelligibly (see CEFR CV Table Pronunciation at CEFR Level B2); Linguistic-Methodological Portfolio & Learning-teaching Project completed.
Assessment Criteria:
CEFR (2001) Table 3: Qualitative aspects of spoken language use at Level B2 (p. 28);
CEFR CV (2018) Phonological Control at Level B2 (p. 136).

Assessment of/for Learning
THE EXAM IS IN ENGLISH
THE EXAM IS BASED ON THE CONTENTS TREATED IN THE WORKSHOP

Oral & written components (Assessment of Learning) together with your Personal Language Portfolio, EPOSTL & project assessment - Assessment for Learning.


FINAL EXAM STRUCTURE
The whole exam is through the medium of ENGLISH.
Final exam is written and oral with assessment of Personal Language Portfolio cum EPOSTL
HOW IS THE EXAM STRUCTURED?
The exam is structured as follows: Three Written papers:
Paper 1: identify 25 child-related daily objects represented in the image (25 marks – 20 mins);
Paper 2. Theoretical aspects: 5 short open-ended questions (30mins.);
Paper 3. From Theory to Methodological Competences: e.g. develop a lesson plan from the image provided on the basis of the instructions given (45 mins.).
Oral Exam Part:
Discussion on Compulsory oral & written Texts, identification of objects from children's daily lives and pronunciation of them intelligibly (see CEFR CV Table Pronunciation at CEFR Level B1/B1+); Linguistic-Methodological Portfolio & Learning-teaching Project completed.
Assessment Criteria:
CEFR (2001) Table 3: Qualitative aspects of spoken language use at Level B1/B1+ (p. 28);
CEFR CV (2018) Phonological Control at Level B2 (p. 136).

Trainee-teachers need to be able to use different communication registers, advanced language and foreign language skills at CEFR Level B1/B1+ in English;
- be able to communicate information about educational and learning-teaching situations, possible interventions in the light of theoretical models and research literature, ways of controlling outcomes;
- have skills in managing the relationship and communication processes with students, families and other professionals;
- have skills in documenting interventions and disseminating good practices;
- have professional multimedia and technological skills;
- know how to use new communication technologies in classroom communication;
The envisaged learning-teaching methodologies consist of workshop sessions with 'lesson-simulation', 'lesson-planning', 'lesson-practice (project DVD) as indirect internship. Assessment takes place through written and oral examinations.

CdL: Science, Primary Education and Training (N.O.) Lab English Language code B024385 - Year 2 M-Z 2019-20 prof. Annunziatina Laganà FORLIPSIS
Year 2 - Year 1 sem. CFU* 2 ENGLISH LANGUAGE LABORATORY English Language Learning-Teaching Methodology Workshop
(CEFR Level B1/B1+ see related descriptors) Use the 'action-oriented' approach provided by the CEFR to develop "communicative language competences", and reflect on the methodologies of language learning through the acquisition of valid and concrete tools. Using the CEFR action-oriented approach to develop "communicative language competences" learners are expected during the degree-course to: achieve Level B1/B1 (see related descriptors), and reflect on learning and methodologies for children in Primary School.
ENGLISH LANGUAGE LEARNING-TEACHING METHODOLOGY WORKSHOP
Based on the CEFR and other Italian and European reference documents, the approach is action-oriented, the laboratory examines how to develop "communicative language competences" with YLs in the Italian primary school. It focuses on the acquisition of valid, and above all concrete, tools for English language learning-teaching. It also requires a continuous and critical reflection on the part of 'learners' who participate in the laboratory through the use of a linguistic-methodological portfolio in order to respond to the linguistic needs required by the user in the context of his professional life as a teacher in primary school in a European context.
TRAINING OBJECTIVES With CEFR Level B1/B1 in communicative language skills participants learn to: form constructs related to language skills to be developed in the various years of primary school; formulate hypothesis for syllabus and curriculum for primary school; design also CLIL-type learning-teaching interventions in English for primary school; design related linguistic assessment for L2; reflect in a critical and constructive way on learning-teaching methodologies.
Knowledge: to know approaches for learning to teach another language (English) for YLs;
understand and apply approaches to learning-teaching another language (English) for YLs; perceive and acquire fundamental elements including the phonolology of the English language, from their previous bases; know how to build a personal linguistic and methodological portfolio.
Competences - Methodological and Personal Linguistics: Methodological competences: apply approaches to learning-teaching another language (English) for YLs; create a personal linguistic and methodological portfolio - for the methodological part EPOSTL will be compiled; carry out a didactic project (paper and DVD) for English with YLs.
Personal Language Skills: to realize a personal methodological linguistic portfolio that demonstrates one's acquired competences; to improve (to reach at least CEFR Level B2 oral and written) one's competence in perceptual understanding and communicative expressions of the English language.
STUDY TEXT OBLIGATORY: Guerin, E., Zappaterra, T. (2019). English Language Teaching and Specific Learning Disorders. Milan: Scythian Wars.
REFERENCE TEXTS (chapters as indicated during the Lab) Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: CUP. Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion Volume with New Descriptors. Strasbourg: CoE. Council of Europe. (2007). European Portfolio for Student Teachers of Languages (EPOSTL). Graz: ECML. Little, D. & Perclova', R. (2001). The European Language Portfolio: A guide for teachers and teacher trainers. Council of Europe (http://http://www.eeooiinet.com/loce/ELP_guide.pdf). MIUR. (2012). National Guidelines for the Curriculum of the Early Childhood School and First Cycle Education and further updates in 2018. Pinter, A. (2006). Learning to Learn. In A. Pinter, Teaching Young Language Learners (pp. 99-114).
The Personal Language Portfolio, EPOSTL, and the Teaching Project are an integral part of the final evaluation.
The final exam will take place in written-oral form. Pre-requisites: (i) have passed the examination for all previous years (the 1st) ; (ii) deliver their final portfolio before the written exam; (iii) deliver the final didactic project (paper and DVD) before the written exam; (iv) pass the written exam to access the oral part of the exam;
Information about the Exam in competence written production in English: the written part of the exam consists of three parts (papers) as follows: 1. Phonological aspects - there are five parts to complete. The first question concerns the recognition of images related to the lexicon of YLs. The second question requires phonemic transcription of lexical lemmas (words) related to the YLs lexicon. In the first part of the third question it requires the identification of linguistic sounds and the production of the orthographic form(s) that are used to represent these sounds in English in various positions (initial, middle, and final); the second part of the third question presents letters and requires the identification of the sounds that the letter(s) can be used to represent in spelling. The fourth question provides sounds and words and asks to recognize a specific sound in the group of words provided. The fifth question provides a series of lexical lemmas and requires the phonemic transcription of these lemmas.
Paper 2: Mandatory texts - there are five questions relating to the parts of texts covered during the workshop and the mandatory text to be studied.
Paper 3: From Theory to Practice - it is required to apply theoretical concepts addressed and carried out for the educational project during the Lab. Information for the Speaking & Interaction Exam in: the oral exam part consists of: articulated response to questions asked; identification & intelligible pronunciation of objects related to children's daily lives; oral interaction between peers; motivation of positions taken on a topic; discussion of what was produced during the Lab; discussion of the application/hypothesis of concepts addressed during the Lab; exchange of ideas between professionals related to the teaching of the English language in primary school.

The English Language Learning-Teaching Methodology Workshop for English in primary school includes: the acquisition of English phonemes (IPA) by attendees so as to expose YLs to an intelligible pronunciation; analysis, design and simulation of teaching activities in English; connection of theoretical learning (Italian and European reference texts related to language learning, teaching, assessment) with application.
Reference documents:
Italian and European Reference documents for the learning, teaching, assessment of languages to use as reference documents in order to fulfil the requirements of their teaching contexts e.g. syllabus & curriculum development, in the first cycle of the Italian educational system at CEFR Level A1:1) Indicazioni nazionali e nuovi scenari del 2018;
2) EU Key Competences Framework (2018);
3) CoE (2001). Common European Framework of Reference for Languages: Learning, teaching assessment Cap. 2 & le tabelle e descrittori inerenti alle competenze di Lingua Inglese per la scuola primaria;
4) CoE (2001). European Language Portfolio;
5) CoE (2008). European Portfolio for Student Teachers of Languages;
6) Guerin, E. (2016). Progettare un'unità didattica per la lingua inglese per la scuola primaria. In D. Capperucci, G. Franceschini, E. Guerin, G. Perticone, (2016) Progettare per unità di competenza nella scuola primaria. Franco Angeli: Milano;
7) CoE (2018). Companion Volume to CEFR - le tabelle e descrittori inerenti alle competenze di Lingua Inglese per la scuola primaria;
8) Guerin, E. (2016). Progettazione per 'unità di competenza' e insegnamento della lingua inglese: dal Common European Framework of Reference alle Indicazioni nazionali. In D. Capperucci, G., Franceschini, E. Guerin, G. Perticone, G. Progettare per unità di competenza nella scuola primaria. Franco Angeli: Milano.
9) Guerin, E. (2017). Developing Phonological Awareness for English Language Learning in Infant and Primary School. In D. Capperucci, D,. E. Guerin, Innovative European Approaches for In-service and Pre-service English Language Teachers in Primary Education.
10) Guerin, E., Zappaterra, T. (2019). L'insegnamento della Lingua Inglese e i disturbi specifici dell'apprendimento. Guerini Scientifica: Milano
o qualsiasi altro materiale di riferimento che venga usato/fornito durante gli incontri.

Suggerimenti di testi per l'apprendimento linguistico individuale:
Monolingual Study Dictionary e.g., Longman Active Study Dictionary of English or Pearson Wordwise English Dictionary
Seal, B. Vocabulary Builder 1. London: Longman
McCarthy, M., O'Dell, F. (1999). English Vocabulary in Use (intermediate). Cambridge: CUP.
Redman, S. (1997). English Vocabulary in Use (Pre-inter & inter). Cambridge:CUP.
Underhill, A. (2005). Sound Foundations: Learning & Teaching Pronunciation. Oxford: MacMillan.
On the basis of the 'Dublin Descriptors' (http://ecahe.eu/w/index.php/Dublin_Descriptors), the training curriculum of the CdL in Primary Education Sciences includes a "characterizing area" dedicated to (i) the in-depth study of the contents to be taught in the First-cycle levels of Education and to (ii) the learning of language skills and foreign language (English). A further area concerns the full integration of pupils with special educational needs and disabilities.
With regard to the objectives of the English Language Learning-Teaching Methodology Workshop activities, the learner is expected to acquire the knowledge (dealing with language, educational principles, language theories and practices that characterise L2 learning (i.e. Dublin Descriptor 1: Knowledge and understanding) and skills such as the ability to apply knowledge for problem solving or for carrying out L2 learning and understanding tasks (i.e. Dublin Descriptor 2: Applying knowledge and understanding). The workshop participant also needs to demonstrate the acquisition of transversal skills (communicative skills in the context of the classroom (interaction with children using L2 intelligibly in a manner appropriate to the domains and location of daily use by children of language 2 (CEFR Level A1) and also in L2 to CEFR Level B2 (professional use of language 2 i.e. Dublin Descriptor 4: Communication - Communication skills), autonomy of judgment (being able to interpret in a constructive-critical way ways of interacting using L2 in classroom interventions, contents and teaching materials, in addition to showing autonomy of judgement related to the professional literature on the same topics - (Dublin Descriptor 3: Making judgements - Autonomy of judgment), and demonstrate learning skills - learning-to-learn i.e., learning skills (Dublin Descriptor 5: Lifelong learning).

The methodological workshop on English language learning-teaching in primary school aims to
- introduce students to national and European reference texts related to L2 learning, teaching, assessment;
- promote the understanding and knowledge and use of these reference texts related to the context of primary school in Italy;
- help teacher-trainees acquire the basic notions of competence in the didactic planning of L2 and in language assessment;
- raise awareness among pre-service teachers of the approaches to language teaching in other European contexts, and to the literature concerning language education in terms of the development of communicative language skills & competences;
This methodological laboratory aims to develop trainee-teacher design-competence in language learning-teaching with particular attention to language lesson planning (including CLIL) and language assessment competences also in an inclusive approach based on didactic units of competence in primary school.
Expected learning outcomes at the end of the workshop for the trainee-teacher as learner (see Dublin Descriptors):
1) knows and understands the design model proposed
2) is able to refer to and use the contents of the 2012 & the 2018 National Guidelines and New Scenarios together with the other European reference documents for languages within the proposed L2 inclusive design model;
3) demonstrates a capacity for reflection and constructive-criticism of approaches adopted in language learning-teaching & assessment in primary school contexts, contents and teaching materials proposed and available for L2;
4) is able to work in a team (group) to develop a short draft-project to help YLs to learn English in the First-cycle and reflect on how and what types of assessment to apply based on the envisaged L2 learning objectives & outcomes for the YLs;
5) demonstrates language skills at CEFR Level B2 (minimum) in English as a teaching professional;
6) is able to identify everyday objects used by children (up to the age of eleven), and pronounce them intelligibly;
7) is able to adopt a reasoned and ludic approach to encourage L2 learning in YLs.

At the end of the workshop, Learners will be able to draft a pre-requisite mini-lesson plan (c. 10 min.).

Thus, the Dublin Descriptors addressed are:
1. Knowledge and understanding:
is supported by advanced text & reference books & documents with some aspects informed by knowledge at the forefront of learners' field of study (Language learning, teaching, assessment in Infant & Primary School);
2. Applying knowledge and understanding:
Learners can apply their knowledge (both theoretical and existential) knowledge and understanding in a manner that indicates a professional approach to their profession, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study (Language learning, teaching, assessment in Infant & Primary School contexts);
3. Making judgements:
Learners can gather and interpret relevant data (in their field of study - i.e. pedagogy & language) to inform judgements that include reflection on relevant social, scientific or ethical issues;
4. Communication: Learners can communicate
information, ideas, problems and solutions related to their future profession to both specialist and non-specialist audiences;
5. Learning skills:
Learners develop those skills (Learning to Learn) needed to study further with a high level of autonomy in their chosen professional field.
The specific knowledge and basic skills that learners need before attending the English language learning-teaching methodology workshop in order to make the most of it, are:
have a good command of the five areas of communicative English language competences (receptive: oral comprehension (listenng), visual comprehension (reading), oral production (monologue/presentation), oral interaction (interaction), writing) as described for CEFR Level B1-/B1.
To take the workshop exam in the 2nd. year, learners must comply with the required successful completion of the prerequisites related to workshops and exam regulations.
Workshop attendance is compulsory.
- The proposed training activities meet the objectives of learning through the workshop activities (educational-didactic guided actions; simulations; individual and group production of projects and materials for the activation of enhanced, specialized and individualized educational-methodological approaches & interventions; analysis and critical evaluation of tools, techniques, methodologies, specialized actions);
The ways in which training objectives and learning outcomes are to be achieved include:
- face-2-face formal information sessions and follow-up application sessions using concrete examples for the learning of new knowledge - use of Italian and European reference documents, linguistic aspects related to phonology ('Dublin Descriptor' 1. knowledge);
- application of theoretical methodological and linguistic aspects by applying the concepts contained in the reference documents through exercises, planning, problem-solving, communication, reflection ('Dublin Descriptors' 1-5 skills and competence,autonomy of judgment, lifelong learning);
individual work (portfolio of linguistic and methodological competences) ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning));
group work ('Dublin Descriptors' 1. skills and competences, 2. Application of skills and competences, 3. autonomy of judgment, 4. communication, 5. lifelong learning);
Draft Group-Design (workshop session/s) and individual implementation of a sample language learning-teaching lesson (including a proposal for assessment for learning for learners (duration:10-12 min)to be submitted in paper and on DVD) (i.e. 'Dublin Descriptors' 2.3 4 5 Application of skills and competences, 3. autonomy of judgment, 5. lifelong learning).
During the Workshop sessions learners refer to, and make use of, Italian & EU Language learning, teaching & assessment documents (DDs 3 & 5) .
Refere to the Section:Testi di riferimento
Portfolio:
This portfolio is a personal work-in-progress document (DD2, 3 & 5) which demonstrates workshop participant language and methodological competences to refer to, and apply English Language learning-teaching methodology throughout Primary School (for children at CEFR Level A1). It contains samples of:
It’s divided into three parts:a linguistic Biography with the CV; English certifications; the linguistic dossier.

This is your individual and complete record of all the work you do during the workshop. It includes various things such as homework, project planning and development, teamwork contribution etc.
Your Portfolio should include a written explanation of the significance of each entry; this helps you to think about and critique your approach to language learning and your English language development (DD 1, 2, 3, 4. 5).
The care you take in developing your English Language Teaching Methodology Portfolio contributes to your final workshop result.

How to develop your Portfolio:
The first page has:
• a passport size photo of you
• your name (as in your registration booklet/card)
• your matriculation number
• your degree course, your course code, year of study, & current status
• your e-mail address.

The portfolio itself is divided into the following thirteen sections which are specifically related to what you learn and do in relation to this workshop:
1. Lexis - contains all new vocabulary you find during the sessions – if you want with Italian equivalent;
2. Grammar - contains the new/old grammar points that are important for you; with the Paradigms of irregular verbs or orthographic variations
3 False Friends
4. Tasks - contains activities done during workshop, as well as homework;
Structures - contains the language structures you find difficulty with when you work in English;
5. Reflections - contains your reflection about each lesson and what you learned, how you learned etc.;
6. Project Planning and Development of Materials (for Language Learning – Lingua, & Language Teaching - Didattica); Teamwork contribution drafting and working with project & personal thematic development mini-lezione (10-12 min.);
7. Pronunciation observations and examples; Audio Texts or Listening Tasks you use to help you improve your English sound perception and production – These are listening tasks not reading ones website: https://www.bbc.co.uk/programmes/b03g64pd/episodes/downloads ;
8. EPOSTL
Final Submission deadline for Portfolio & Epostl is on a few days before the exam in the session you choose.
Assessment of/for Learning
THE EXAM IS IN ENGLISH
THE EXAM IS BASED ON THE CONTENTS TREATED IN THE WORKSHOP

Oral & written components (Assessment of Learning) together with your Personal Language Portfolio, EPOSTL & project assessment - Assessment for Learning.


FINAL EXAM STRUCTURE
The whole exam is through the medium of ENGLISH.
Final exam is written and oral with assessment of Personal Language Portfolio cum EPOSTL
HOW IS THE EXAM STRUCTURED?
The exam is structured as follows: Three Written papers:
Paper 1: identify 25 child-related daily objects represented in the image (25 marks – 20 mins);
Paper 2. Theoretical aspects: 5 short open-ended questions (30mins.);
Paper 3. From Theory to Methodological Competences: e.g. develop a lesson plan from the image provided on the basis of the instructions given (45 mins.).
Oral Exam Part:
Discussion on Compulsory oral & written Texts, identification of objects from children's daily lives and pronunciation of them intelligibly (see CEFR CV Table Pronunciation at CEFR Level B1/B1+); Linguistic-Methodological Portfolio & Learning-teaching Project completed.
Assessment Criteria:
CEFR (2001) Table 3: Qualitative aspects of spoken language use at Level B1/B1+ (p. 28);
CEFR CV (2018) Phonological Control at Level B2 (p. 136).