>> First, I would like to thank everyone for their responses, which
have been
> extremely helpful and informative. Perhaps, though, I was not clear in my
> query. What we are most interested in is not so much which textbooks we
> might use in language instruction, but rather the _structure_ of that
> instruction. Our idea is not to use two textbooks in two years but rather
> to spread _one textbook_ over the course of _four semesters_, so as to
> allow more time for conversation, practical application of the language,
> reading, and integration of cultural materials (print, visual, and Web).
> We are interested in hearing from other universities which have such a
> structure, or from those who have learned Italian in such a way.
>
Dear Jacqueline and colleagues
As the Society of Italian Studies (UK) exec member with
special responsibility for language teaching, I've been following
this discussion with interest as well. Here at Oxford Brookes
University, we teach Italian not only to undergraduates but also,
within our language training unit, to the general public (intensive
weekend courses, weekly 'taster' courses and revision courses) and to
business personnel. So we have experimented with quite a large
number of texts and methods over the years.... and I still don't
have all the answers. But here are my thoughts for what it is
worth:
We have terms not semesters but the total number of teaching weeks is
probably the same at 27 weeks (only 18 for the Intermediate module).
Students generally have only 4 hrs language tuition a week and have
to do a lot of work on their own. Wherever possible, we use our own
material not a course book. There are lots of beginners coursebooks
around but few are intensive or accelerated enough and many are
either boring (sorry, authors) or inappropriate. We also
have specific needs in that many of our students are being prepared
for the work environment in Italy.
Our students can study Italian on two possible pathways within
their degree programme: as main lang Italian or as second
language.
Students doing MAIN language Italian from scratch follow an
accelerated course; those who have already a good knowledge of
Italian (A-level in English schools) learn separately and in
parallel. In their second year the two groups are combined in a
business-orientated Italian language class. So the ab initio group
have to acquire all the structures in this first year. Obviously
they have lacunae in vocabulary, since there is not time for
much depth, only the 'bones'. For this group, we can't afford to
spread the learning of structures over two years so we use a
textbook and/or our own material.
But I suspect that our experience with students doing SECOND
language is more analogous to yours. These students generally
do not take the accelerated course but take Foundation Italian (4
hrs a week for 27 weeks) in year 1, followed by further 18 weeks
Intermediate Italian in year 2. For this group, we DID consider
using one text spread over two years study but rejected the idea
because of the lack of suitable texts. Those texts that were
suitable in that they offered complete coverage of grammar
structures, set out in a progressive way, and could easily be
'split' into two halves (e.g. Da Capo), were not so appealing to
beginners. If you are going to use a text for two years, it has to
be REALLY interesting!
More important than the text, is the decision on WHAT to cover. We
made the decision to split the language programme over the two
years, with certain structures being taught in Foundation Italian ,
and others being deliberately put aside to Intermediate level. We
tried to look at it in terms of what functions the students could
expect to carry out, rather than just concentrating on grammatical
structures. (As the author of two Italian grammars set out on
functional lines, I am probably a bit obsessive on this point....
...sorry!) In practical terms, in year 1 this means teaching the
basic structures (for verbs all indicative tenses except passato
remoto, nouns, articles, pronouns, adjectives) which allow students
to carry out 'information giving' functions. We then build up
supplementary material (audio, video) around these functions: for
example for 'Introducing oneself' there are plenty of language
videos showing people meeting for the first time. It is easier to
link supplementary material to functions and/or tasks and/or contexts
than to straight grammar structures.
We introduce more complex structures in year 2 (e.g. gerund,
forms and some uses of subjunctive, conditional, using adverbial
phrases, sentence structure, word order, etc) and a greater range
of functions. (Those students that go on to take Italian in Year 3
cover yet more structures e.g. use of passive, impersonal, periodo
ipotetico.... ). In Year 2 we might also group the material in
contexts or situations, to expand their range of vocabulary.
We have found that concentrating on a limited number of structures
each year takes the pressure of teachers and allows students to
consolidate properly and practise the structures they learn in a
realistic situation.
Secondly, whereas we feel that an introductory course needs to focus
on the structures or building blocks of a language, later courses
should not just cover more structures but also expand students'
vocabulary and skills, and also expand the range of tasks and
activities they can carry out in the language (making a presentation,
negotiating, making a phone call). Although it is not a perfect
solution, we use two separate course books which reflect the ideas
outlined above. We also suggest students purchase a grammar text (no
comment on which one) as a reference tool.
If your students are not to object to using the same book
(same style of exercises etc) for two years, then you would need to
use it for only small periods. We try to avoid doing things in
class that students can do at home by themselves e.g. written grammar
exercises, reading about grammar points. As much as possible we try
to use our limited class time for activities that they need us for:
oral activities, explanation of complex grammar points, monitoring
their progress (fast check of grammar they have learnt at home) etc.
As much as possible, all activities need to be integrated
to avoid an artificial distinction between 'grammar' and 'oral' or
'reading' and 'writing': life isn't like that! Oral activities can
consolidate grammar work just as well as written exercises.
Outside class, the tasks we set students include use of the WWW
(eg. finding information on a specific region of Italy to compile a
mini-dossier), using the audio active language lab, using the video
workroom (satellite tv broadcasts), etc. You may have time to do
these in class. We don't..... !
Anyway, hope this is of some help and sorry it is so lengthy...
PS
SIS members may be interested to know that a Language Working party
is being set up. More details at the AGM in Jan but reactions,
comments and suggestions as to what the group can usefully do, are
very welcome....
Anna Proudfoot
Head of Italian
School of Languages
Oxford Brookes University
Oxford (UK)
Tel: +44 1865 483717/483720
Fax: +44 1865 483791
Email: [log in to unmask]
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