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Versione italiana
Academic year
Didactic period
Secondo Semestre

Training objectives

The course aims to provide students with a comprehensive overview of language teaching methodologies and approaches. In addition significant attention will be devoted to practical actiivities to be used in the classroom and the theory and analysis of language test instruments. The role of the language teacher and her/his moral responsibilities in a globalised and increasingly anglo-centric world will also be examined


As for the language component of the LM, students should have passed their first degree examinations. The minimum language level at the start of the course is between B2 and C1 of the CEFR

Course programme

The course will consist of traditional plenary lectures, with support recorded and delivered virtually, group work and individual projects. The whole course will aim to develop a deep and complex understanding of the theoretical and practical issues in English language teaching in a world technological and social change.
Texts by various English authors (and others) will be open for comparison with student ideas and input from the course tutor. Discussion is considered a fundamental part of the course.
Course content is the same for non-attending students.

Didactic methods

Traditional plenary lectures with additional recorded support material, and group work.
Specific readings and individual projects.
Preparation of presentations to be given in class.
Students will be assisted in the preparation of exercises and test instruments in order to appreciate fully the complexities of language testing.
Students will be required to write a book review of one work on English language teaching (chosen by arrangement with course tutor)

Learning assessment procedures

Students must write and hand in a book review before they will be eligible to take the final written examination.

The written exam will consist of a detailed analysis of the outline of a lesson.

Final oral examination with a final mark that is the overall score from all three exams (review; written paper and oral test). The oral test will include very short 'micro-teaching': the presentation of a lesson plan.

Exams are the same for non-attending students.

Reference texts

Bibliography (compulsory works):

Garrett, Attitudes to Language. CUP 2010
Hughes, Testing for Language Teachers, CUP 1989
Scrivener, Learning Teaching, Macmillan Heinemann 1994
Williams and Burden, Psychology for Language Teachers, CUP 1997
Ur, A course in Language Teaching, CUP 1996

Additional material:
Blommaert, Discourse. CUP 2004
Jenkins, Global Englishes: a Resource book for students, Routledge, 2014
Phillipson, Linguistic Imperialism, OUP 1992