Analysis of didactic materials for language learning

Abstract

The following chapter aims to explore the preparatory work that a foreign language teacher engaged in a class of migrant students is called upon to carry out to create a course that is both encouraging, effective and oriented towards fostering the integration of the participants through the development of an intercultural sensitivity that counteracts the consolidation of stereotypes and social prejudices.

After having discussed and fine-tuned some useful criteria for profiling students, their backgrounds and ambitions, the following analysis concerns the construction of teaching units with an effective structure and is intended to reflect on the fundamental role that clarity of presentation plays in the learning process.

Through the presentation of the various didactic methodologies and the exploration of the dense forest made up of the vast selection of teaching materials available, the aim is finally to offer the teacher an inventory of resources that stimulates their creativity and enables them to construct a teaching experience that is rewarding for their students but also themselves.

Bubble question

What motivates students to attend a language course? Are students familiar with the alphabet and writing system of the language they are about to learn? How can I create a welcoming and inclusive learning environment? How can I respectfully bring out any individual educational needs? How do I handle a case of social intolerance within the classroom? How can socio-cultural prejudices be dismantled through the language learning experience? Does the teaching material I intend to offer in the classroom fairly represent the cultures of my students? What is the emotional experience of a migrant? Are the migrants’ previous educational and work experiences adequately valued? How can I prepare the student linguistically for the world of work?