Course contents
Contexts of acquisition of English as a second language
The course offers an overview of key notions in the field of English as a second language, including spontaneous and classroom second language acquisition (SLA), interlanguage and English Lingua Franca. It focuses on input, that is the language data learners obtain through exposure to English, and its relationship to output or language production. Topics covered include the main input types in naturalistic, classroom and multimedial contexts (e.g. native-native interactions, simplified input, non interactional language). The resulting acquisitional processes and outcomes will be discussed with special emphasis on incidental learning in EMI- English as a Medium of Instruction at univeristy - contexts and through exposure to audiovisual input.
Reccomended or required readings
Attending students
Lightbown, P., Spada , N. 2013 (Fourth edition). How languages are learnt. Oxford. Oxford University Press. Chapters 1,2,3,4,5,7.
Ellis, R. 2008. The Study of Second Language Acquisition. Second edition. Oxford: Oxford University Press. Ch. 3. pp. 67-102.
Formentelli, M., 2012. English Lingua Franca: reality or fiction? Assessing the debate on the status of English as language of global communication. SILTA, XL1, 19-47.
Pavesi M., 2015. “From the screen to the viewer-Learner. Audiovisual input as a context for second language acquisition". In Sandra Campagna, Elana Ochse, Virginia Pulcini, Martin Solly (eds). Languaging in and across Communities: New Voices, New Identities. Studies In Honour of Giuseppina Cortese. Bern: Peter Lang.
Verspoor, M.H., de Bot, K. van Rein, E., 2011. “The role of out-of-school language input”. In A. De Houwer, A. Wilton (eds.), English in Europe today. Sociocultural and educational perspectives. Amsterdam/Philadelphia: Benjamins, 147-166.
Pérez Vidal, C., 2011. “Language acquisition in three different contexts of learning: Formal instruction, Stay abroad, and semi-immersion (CLIL)”. In Y. Ruiz de Zarobe, J. M. Sierra, F. Gallardo del Puerto (eds.), Content and foreign language integrated learning. Contributions to multilinguism in European Contexts. Bern: Lang, pp. 103-127.
Non attending students
Lightbown, P., Spada , N. 2013 (Fourth edition). How languages are learnt. Oxford. Oxford University Press. Chapters 1,2,3,4,5,7.
Ellis, R. 2008. The Study of Second Language Acquisition. Second edition. Oxford: Oxford University Press. Ch. 3. pp. 67-102.
Formentelli, M., 2012, English Lingua Franca: reality or fiction? Assessing the debate on the status of English as language of global communication. SILTA, XL1, 19-47.
Pavesi M., 2002 “Per una didattica naturale: strategie discorsivi nell’insegnamento integrato di lingue e contenuti”. In F. Maggi, C. Mariotti, M. Pavesi (a cura di), Le lingue straniere come veicolo di apprendimento nella scuola. Como: Ibis, 47-63.
Pavesi M., 2015. “From the screen to the viewer-Learner. Audiovisual input as a context for second language acquisition". In Sandra Campagna, Elana Ochse, Virginia Pulcini, Martin Solly (eds). Languaging in and across Communities: New Voices, New Identities. Studies In Honour of Giuseppina Cortese. Bern: Peter Lang.
Pérez Vidal, C., 2011. “Language acquisition in three different contexts of learning: Formal instruction, Stay abroad, and semi-immersion (CLIL)”. In Y. Ruiz de Zarobe, J. M. Sierra, F. Gallardo del Puerto (eds.), Content and foreign language integrated learning. Contributions to multilinguism in European Contexts. Bern: Lang, pp. 103-127.