Unit rationale, description and aim
Learning an additional language facilitates a rich engagement with the worlds of others. The positive intercultural values and the analytical, conceptual and communication skills developed by students who learn additional languages are highly valued by employers in business, government and industry. As they develop mastery of elementary Italian, language learners are able to meet and respond to direct, personal needs when engaging with communities of Italian speakers.
This unit is designed for basic users of Italian and is linked to the ‘A2’ level of the Common European Framework of Reference for Languages (CEFR). The unit will continue to develop students’ Italian language skills across the listening–speaking–reading–writing spectrum of competencies. On completion of this unit, students should have a deeper knowledge of the phonetic, lexical and structural elements of the Italian language. They will be able to start a conversation, exchange greetings using appropriate forms of address and respond to questions in everyday situations (for example, daily routines, shopping, using public transport). While the focus is on language, students will have the opportunity to deepen their understanding of Italian culture and reflect on the nature of intercultural communication, as they develop their ability to interact effectively in Italian-speaking communities.
The aim of the unit is to extend students’ ability to apply their Italian language skills to understand and use expressions and communicate with simple and direct exchange of information on familiar and routine matters.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Recognise and produce sounds and stress patterns i...
Learning Outcome 01
Use vocabulary and language structures appropriate...
Learning Outcome 02
Identify important cultural values or perspectives...
Learning Outcome 03
Communicate in Italian at the level of proficiency...
Learning Outcome 04
Content
Topics will include:
- Places in the city and neighbourhood
- Shopping and/or basic banking
- Basic telephone etiquette
- Weather and seasons
- Family and friendships
- Daily routines
- Celebrations and special occasions
- Recipes
Content on intercultural difference and diversity will be integrated in selected topics.
Language Functions and Competencies:
- Asking for and giving directions
- Writing a shopping list
- Describing daily activities
- Talking about the weather
- Describing simple past events
- Describing your family tree
- Making polite requests and giving instructions
- Expressing good wishes
- Making future plans
- Expressing needs and preferences
- Answering the phone and providing personal details
- Writing a simple message
Assessment strategy and rationale
The assessment tasks in this unit are chosen to develop different domains of language acquisition and are sequenced to support students in developing proficiency in reading, writing, speaking and listening to Italian. The tasks will also develop students’ knowledge of Italian culture and their ability to reflect on intercultural communication and difference.
Assessment Task 1 is designed to assess students’ listening and reading skills in Italian (LO1, LO2). Assessment Task 2 is an oral interview, designed to assess students’ listening, speaking skills and conversation skills in Italian (LO1, LO2, LO3, LO4). This task builds on the skills and knowledge of everyday communication contexts developed in the first assessment task. Assessment Task 3 builds on the skills and knowledge developed through the unit: it assesses students’ language proficiency in listening, reading and writing in Italian and their developing intercultural awareness (LO1, LO2, LO3, LO4).
Overview of assessments
Assessment Task 1 Listening and reading task: re...
Assessment Task 1
Listening and reading task: requires students to demonstrate listening and reading skills in Italian.
30%
Assessment Task 2 Oral Interview: requires stude...
Assessment Task 2
Oral Interview: requires students to demonstrate listening, speaking and conversation skills in Italian.
30%
Assessment Task 3 Summative assessment task: req...
Assessment Task 3
Summative assessment task: requires students to demonstrate appropriate proficiency in listening, reading, and writing, along with their developing intercultural awareness.
40%
Learning and teaching strategy and rationale
This unit is designed to be offered fully online and will include synchronous delivery of unit content, collaborative online learning activities and other technology-enabled learning synchronous and asynchronous learning opportunities to foster interaction between students.
The approach to language learning and teaching taken in this unit is the ‘communicative approach’ which focuses on developing students’ competence in ‘real life’ communication. This approach emphasises using language for meaningful purposes in authentic situations, and encourages students to practice and experiment with communicating through the use of activities that have real purpose and a real-life communicative context. In keeping with this approach, learning and teaching strategies have been chosen to bring real-life communicative contexts to the classroom (as seen in the topics chosen for this unit), and to facilitate the communicative interactions between students that will help them develop accuracy and fluency. For example, audio-visual language material based on everyday contexts will be used as a key learning and teaching resource. Students are encouraged to be active participants and work individually, in pairs and in groups. Through this interaction, the key competencies of listening, speaking, reading and writing will be developed. Teaching and learning activities include weekly online exercises in the Learning Management System, interactive language practice and assignment preparation.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester.
Representative texts and references
Bultrini, P., & Graziani, F. (2014). New Italian espresso workbook: Beginner and pre-intermediate: Italian course for English speakers. ALMA Edizioni.
Bultrini, P., & Graziani, F. (2014). New Italian espresso textbook: beginner and pre-intermediate: Italian course for English speakers. ALMA Edizioni.
Bulhosen, P., Logi, F., & Riu, L. (2010). Pocket Oxford Italian dictionary: Italian-English (4th ed.). Oxford University Press. DOI:10.1093/acref/9780191739569.001.0001
Bulhosen, P., Riu, L., & Logi, F. (2006). Pocket Oxford Italian dictionary: English-Italian (4th ed.). Oxford University Press. DOI:10.1093/acref/9780191739552.001.0001
Guastalla, C. & Massimo Naddeo, C. (n.d.). Una storia italiana. ALMA Edizioni. (A1-A2) Alma Comics.
Lovato, E. (n.d.). Il mistero di Casanova. ALMA Edizioni. (A1-A2) Alma Comics.
Marin, T., & Diadori, P. (2019). Via del Corso for English speakers. Student’s textbook and workbook. Edizioni Edilingua. (A1) Edilingua Comics
Nanetti, S. (2014). Nonsolomoda (1a edizione.). (Giallo all’italiana series). Casa delle lingue. (A2)
Saggese, R. (2021). Easy Italian reader: A three-part text for beginning students. (3rd ed.). McGraw-Hill. (A1-B1 (ebook)
Proudfoot, A., & Cardo, F. (2012). Modern Italian grammar: A practical guide. Routledge. https://doi.org/10.4324/9780203085035