Dr Giovanna Donzelli

• Linguistic Latent Conditions in International Nonproprietary Names: Linguistic Drivers of Look-Alike, Sound-Alike Errors and implications in Russian and Italian drug nomenclatures.«br /»«br /»«br /» (cyfredol)

  PhD

  Goruchwyliwr arall: Dr Owen Bodger

• ML-250 Teaching Modern Foreign Languages to Young Learners 2

  This course covers a variety of topics related to foreign language instruction in the young language classroom. It offers an introduction to the theoretical framework of child cognitive and linguistic development and it encourages students to identify ways in which the theories may inform the teaching practice. This is a combined Taught-Placement module, with a strong focus on employability. It provides students with practical teaching experience through 5 to 10 hours of group teaching in local primary schools and/or in schools abroad via videoconference. Students will be given the opportunity either to teach a language of their choice, among the ones studied in their degree programme, or English as a Foreign Language in the case of video-conferencing teaching. The students will learn how to structure a lesson plan, design or adapt materials which are suitable to the lesson¿s aims and objectives and age of learners. They will also acquire classroom management skills as well as important transferable and employability skills (i.e. team work and leadership skills, organisa-tional skills, professionalism in the place of work, etc.) No previous experience in teaching is required. Nevertheless, a pre-requisite for this module is that students have completed at least one 10 credit language module in the language they aim to teach.

• ML-308 Teaching tools and materials - Design, evaluation and practice.

  This module covers a variety of topics relating to the teaching of Modern Languages to older young learners. It complements the aims of ML-150 and ML-250, and acts as an advanced introduction to language pedagogy, and materials design, translation and evaluation. It will prove particularly beneficial for those considering a career in the development of materials for teaching, or a PGCE following the completion of your studies insofar as you will gain both practical teaching/work experience and awareness of reflective practice and theoretical principles of second language acquisition, thus strengthening your application(s) to PGCE providers. During the module and within the context of foreign language learning in the older young learner classroom, you will study assessment and the role of corrective feedback, learn to adapt materials for in-person and/or remote teaching, and manage a class of 11-17 year old pupils. In addition your will learn behaviour management strategies, and give consideration to the other responsibilities (academic and pastoral) of the MFL secondary school teacher. Students will be given practical teaching/work experience, according to their languages, and asked to reflect on this experience as part of their portfolio assessment.

• MLI133 Italian for Starters

  Learning a foreign language can boost your career prospects and make you stand out in the job market. This course is for you if you have no knowledge of Italian. You will be able to gain basic speaking, listening, reading and writing skills, while engaging in meaning-focused communicative and task-based activities. You will familiarise yourself with and systematically review a range of simple morphosyntactic structures (grammar) and vocabulary (words). Via the use of authentic materials, videos and graded readings, you will learn about Italy, its people and culture, and the Italian way of life.

• MLI233 Italian for Starters

  Learning a foreign language can boost your career prospects and make you stand out in the job market. This course is for you if you have no knowledge of Italian. You will be able to gain basic speaking, listening, reading and writing skills, while engaging in meaning-focused communicative and task-based activities. You will familiarise yourself with and systematically review a range of simple morphosyntactic structures (grammar) and vocabulary (words). Via the use of authentic materials, videos and graded readings, you will learn about Italy, its people and culture, and the Italian way of life.

• MLI280 Beginners' Italian for Business Students I

  The module is specifically designed for students who have no previous knowledge of the Italian language. Student will acquire basic vocabulary as well as a grasp of fundamental grammatical structures and will be able to communicate in both written and spoken Italian. The four contact hours are dedicated to developing vocabulary, writing, reading, listening and speaking skills. Classes are conducted mainly in Italian. In addition to class work, students are also expected to undertake extensive private study.

• MLI281 Beginners' Italian for Business Students II

  This module follows on from Beginners' Italian for Business Students I. The module is specifically designed for students who have a basic knowledge of the Italian language. The aim of the module is to enable you to widen your vocabulary and to grasp of fundamental grammatical structures, enabling you to communicate in both written and spoken Italian. The four contact hours are dedicated to further developing your vocabulary, writing, reading and speaking skills. Classes are conducted mainly in Italian. In addition to class work, students are also expected to undertake extensive private study.

• MLI380 Intermediate Italian for Business Students I

  This module is the foundation of the intermediate level study of Italian which will equip students who have previously taken Beginners' Italian for Business Students I and II. It concentrates on further developing fluency and accuracy in written and spoken Italian, establishing a firm grammatical understanding of the language, and extending students¿ vocabulary to read, write, interpret and speak about issues related to contemporary Italian speaking society and culture appropriate to levels B1+ of the Common European Framework of Reference for Languages (CEFR). The module also aims to enhance students¿ employability by providing a grounding in the vocabulary and use of Italian in contexts relating to the world of work. Classes are conducted mainly in Italian. In addition to class work, students are also expected to undertake extensive private study.

• MLI381 Intermediate Italian for Business Students II

  This module consolidates and extends the language skills developed from Intermediate French for Business Students I. It concentrates on further developing fluency and accuracy in written and spoken French establishing a firm grammatical understanding of the language, and extending your vocabulary to read, write and speak about issues related to contemporary French speaking society and culture. Topics are extended to business scenarios which will enrich your vocabulary and further the use of French in business context. Classes will be conducted mainly in French. In addition to class work, students are also expected to undertake extensive private study.

• MLIM30 Advanced Translation (Italian)

  In 16 weekly 1.5 hour small-group seminars running through Semester 1 and into Semester 2, students will translate, discuss and annotate both non-technical and technical texts. Practice assignments will grow progressively longer to reflect real-world conditions and students will on occasion be expected to work together, critiquing and editing each other's work to produce a collaborative finished version. Techniques for discovering domain-specific knowledge and translating technical terminology will be explored and developed. Assessment will be by three test translations in different domains done through the year under exam conditions (2 hours with dictionaries and/or electronic resources), each counting for 25% of the marks of the module, plus one Terminology Project or Wikipedia Project counting for the final 25%

• MLIM33 Italian for Starters

  Learning a foreign language can boost your career prospects and make you stand out in the job market. This course is for you if you have no knowledge of Italian. You will be able to gain basic speaking, listening, reading and writing skills, while engaging in meaning-focused communicative and task-based activities. You will familiarise yourself with and systematically review a range of simple morphosyntactic structures (grammar) and vocabulary (words). Via the use of authentic materials, videos and graded readings, you will learn about Italy, its people and culture, and the Italian way of life.

• MLTM07 Healthcare Interpreting

  In this module you will develop strategies and techniques to perform Simultaneous Whispering Interpreting (SI/WI) and Dialogue Interpreting (DI) (including some Telephone Interpreting (TI), plus an opportunity to try Sight Translation (ST)). The module covers a selection of topics from the following areas: the structure of the NHS and the equivalent national health services in the countries where the languages you study are spoken; various conditions and diseases (eg. of the circulatory, digestive, respiratory, reproductive, and urinary systems) - their symptoms, diagnosis and prognosis; mental health. There will be a mixture of interactive lectures on interpreting theory, ethics, and practice, plus live sessions, and language laboratory practical sessions. The assessment is an in-class test in the language laboratory (100%). A wide range of materials will be available on Canvas to aid practice of the different modes of interpreting in your own time. This module will also help prepare you for the Diploma in Public Service Interpreting (Health), examined by the Chartered Institute of Linguists (CIoL). This is optional and takes place in June / November (registration by April / October, CIoL fee applies).

Donzelli, G. a Milton, J. (2010). Come i bambini imparano una lingua straniera in classe: un viaggio difficile dall’ascolto all’apprendimento. Yn F. Sisti (gol.) L’Inglese in Età Precoce: dalle Sperimentazioni ai Modelli Consolidati. Trieste: Edizioni Goliardiche.

Donzelli, G. (2007). Foreign language learners: words they hear and words they learn. A case study. Yn R. C. Beltrán (gol.) Estudios de Lingüística Inglesa Aplicada (ELIA). Cyfrol 7, 103-25.

Donzelli, G. (2003). La classe di lingua straniera come ambiente lessicale. Yn F. Sisti (gol.) L’Insegnamento delle Lingue Straniere nei Nuovi Corsi di Laurea. (tud. 133-146) Trieste: Edizioni Goliardiche, 133-46.

CYHOEDDIADAU AR Y WE:

Donzelli, G. (2002). ‘Elementary English Classes as Lexical Environments’. Yn http://www.swan.ac.uk/cals/calsres/events/02_contents/02_Donzelli.htm

ADOLYGIADAU:

S. Limbery a S. Silipo (2003). Colloquial Italian 2. The Next Step in Language Learning. Llundain: Routledge. Yn Tuttitalia 29: 31-32.

L. Cameron (2001). Teaching Languages to Young Learners. Caergrawnt: Cambridge University Press. Yn System 31: 417-19.

F. Gilzow Douglas ac E. Branaman Lucinda (2000). Lessons learned. Model early foreign language programs. Cyfres ymarfer proffesiynol 1, CAL, ERIC, Delta Systems, LAB. Yn System 31: 125-48.

• Talc10 – 10fed Corpora Addysgu ac Iaith – Cynhadledd Cyflwyniad poster

  Gorffennaf 2012

  Warsaw

• Younger = Better? Comparing 5, 7 and 11 year olds learning French in the classroom – Cynhadledd. Cyflwyniad poster

  Gorffennaf 2011

  Newcastle

• Addysgu Eidaleg fel Ail Iaith – Diwrnod Astudio.

  Mawrth 2011

  Leeds

• Cynhadledd Dysgwyr a Rhwydweithiau – Cynhadledd. Cyflwyniad

  Mawrth 2011

  Abertawe