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, education, government and industry. As students make progress in learning a language, they can participate more fully in language communities, initiating conversations and providing as well as seeking information and assistance.
This unit is designed for basic users of Italian progressing to more independent language use. It is linked to the ‘A2+’ level of the expanded Common European Framework of Reference for Languages (CEFR). The unit focuses on developing students’ Italian language skills across the listening–speaking–reading–writing spectrum of competencies, with particular emphasis on spoken interaction. On completion of this unit, students should be able to describe past activities and events and tell a simple story. They will be able to ask and give opinions, ask and answer simple questions about familiar topics, give and follow simple directions and instructions (for example, organising travel, making plans, exchanging basic correspondence). The unit will continue to develop students’ knowledge of Italian-speaking cultures and the nature and challenges of intercultural communication.
The aim of this unit is to provide students with the ability to manage simple exchanges in Italian without undue effort and communicate clearly in everyday situations using predictable content.
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.
Use and respond to Italian vocabulary and language...
Learning Outcome 01
Identify important cultural aspects reflected in I...
Learning Outcome 02
Communicate in Italian at the level of proficiency...
Learning Outcome 03
Content
Topics will include:
- Historic periods
- Holidays plans and arrangements
- Food and recipes
- Media and News
- Family and Childhood
- Parts of the body and illnesses
- Music
- Sports
- Gestures
- Travelling and living in Italian-speaking countries
- Stereotypes, misconceptions and luoghi comuni (common sayings)
Content on intercultural difference and diversity will be integrated in selected topics.
Language Functions and Competencies:
- Talking about and relating past actions and events
- Making future plans and describing future actions
- Making comparisons
- Giving simple instructions
- Giving opinions
- Giving and asking for advice
- Understanding a variety of simple instructions
- Making complaints and giving feedback
- Expressing needs, desires and preferences
- Expressing obligations and duties
- Using connective words to convey meaning
- Describing childhood and stages of life
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 further develop students’ knowledge of Italian culture and their ability to explore and reflect on intercultural communication and difference.
Assessment task 1 is a role play that places the student in a nominated interactive communication context and assesses students’ active listening and speaking skills within that context. Assessment task 2 is a reading and writing task that develops and assesses students’ reading, writing, and comprehension skills. Assessment 3 is a written task that builds on the skills and knowledge developed through the unit, and will include assessment of language and cultural knowledge and skills.
Overview of assessments
Assessment Task 1 Role play: requires students to...
Assessment Task 1
Role play: requires students to demonstrate active listening and speaking skills in an interactive context.
30%
Assessment Task 2 Reading and writing task: requi...
Assessment Task 2
Reading and writing task: requires students to develop and demonstrate reading, writing and comprehension skills.
30%
Assessment Task 3 Written task: requires students...
Assessment Task 3
Written task: requires students to demonstrate language and cultural knowledge and skills.
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 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, including in-class role-play in preparation for the first assessment task, and the completion of the staged assessment tasks.
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
Balì, M., Rizzo, G., & Ziglio, L. (2018). New Italian espresso workbook: Intermediate and advanced: Italian course for English speakers. ALMA Edizioni.
Balì, M., Rizzo, G., & Ziglio, L. (2018). New Italian espresso textbook: intermediate and advanced: Italian course for English speakers . ALMA Edizioni.
Bulhosen, P., Logi, F., & Riu, L. (2010). Pocket Oxford Italian dictionary: Italian-English (4th ed.). New York, NY: Oxford University Press. DOI:10.1093/acref/9780191739569.001.0001
Bulhosen, P., Riu, L., & Logi, F. (2010). Pocket Oxford Italian dictionary: English-Italian (4th ed.). New York, NY: Oxford University Press. DOI:10.1093/acref/9780191739552.001.0001
Danesi, M. (2014). Practice makes perfect: Italian conversation, premium. (2nd ed.). McGraw-Hill.
Lovato, E. (n.d.). Il mistero di Casanova. ALMA Edizioni. (A1-A2) Alma Comics. https://www.almaedizioni.it/it/catalogo/scheda/il-mistero-di-casanova/
Maiden, M., & Robustelli, C. (2013). A reference grammar of modern Italian (2nd ed.). London; New York: Routledge. https://doi.org/10.4324/9780203783504
Mapelli, V. (2013). Spaghetti al veleno. Milan: Mondadori Education.
Marin, T., & Diadori, P. (2019). Via del Corso for English speakers. Student’s textbook and workbook. Edizioni Edilingua. (A1) Edilingua Comics https://www.languages-direct.com/language-courses/edilingua/via-del-corso-a1-for-english-speakers.html