Cinzia Bacilieri
Teaching Fellow in Italian

Department of
Language and Linguistic Science
Languages for All
BA in History of Art
Year 1 : Since 2011-2012 all 1 st year undergraduate students in the department of History of Art have to study a foreign language
Year 2 or 3 : Students are offered the chance to apply to take a further
LFA language course as a 20-credit degree elective
part of the BA in History of Art Programme
– Italian Reading Skills for Art Historians Level 1
(ab-initio; no previous knowledge of the language required)

THE CHALLENGES:
Planning a specialist ab-initio language module
History of Art - The cohort
1.
Students’ background: international students v first time language learners
2.
Majority of HoA students are first time language learners
3.
Mixed group levels: ab-initio Italian language students alongside students with knowledge of basic Italian from independent studies or family connections
4.
Career focus is History of Art: students might not be strong language learners

THE CHALLENGES:
Planning a specialist ab-initio language module
Learning Objectives
1.
2.
To enable Italian ab-initio students to develop reading skills particularly relevant to the needs of Art Historians
To study material in Italian which relates specifically to History of
Art
3.
4.
To learn to talk and write about works of art in Italian
To make the most of future field trips to Italy

THE CHALLENGES:
Planning a specialist ab-initio language module
Course outcomes
THE CHALLENGES:
Planning a specialist ab-initio language module
Students to develop:
1.
Italian language skills
2.
History of Art specialist subject knowledge (through content language learning)
 As appropriate to level - reading, translation, summary skills
 Specialist vocabulary relating to painting, sculpture and architecture
 Oral and listening skills relevant to History of Art but also in a general reallife context

THE CHALLENGES:
Planning a specialist ab-initio language module
Collaborative approach between Art Historian and language tutor
 Sharing of expertise:
Awareness of the language learning process : ideally AH to be a fluent speaker of Italian or to be proficient in a foreign language
 Setting realistic targets: Meeting the commissioning
Department’s expectations and identifying the highest achievable level.
1. What is the proficiency level in a foreign language needed by an AH?
2. What is the achievable level that students can reach?
 Setting appropriate learning objectives:
Focus on reading skills or also general conversational Italian?
 Programme and material:
1. Generating crossover points with the existing BA programme
2. Use of authentic material related to History of Art

THE CHALLENGES:
Planning a specialist ab-initio language module
Collaborative approach between Art Historian and language tutor
1. SOW as a joint effort between
Art Historian and Language tutor
2. Language learning objectives and Art-related topics agreed with the department
3. Manage student’s expectations of language learning outcomes

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
General Language learning: clear progression path
bespoke teaching material – selected by the tutor
Teaching
Material
Grammar
Reading
Writing
Listening
Speaking
Original sources

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
Specialist language learning
Original sources
Grammar
Reading
Writing
Listening
Speaking
Teaching
Material
Original sources

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
1.
2.
General & Specialist language teaching
Interdisciplinary content teaching (Italian culture & History of Art)
bespoke teaching material
30%
original sources
70%
Teaching
Material
Grammar
Reading
Writing
Listening
Speaking
Teaching
Material
Original sources
Original sources

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
Course books
Specialist text book and general Italian language coursebook
1. General Italian language : non specialist approach
2. Real-life topics: useful for travelling to and around Italy
3. Progressive learning
A1/A2 B2/C1
1. Specialist topics related to HoA
2. Aimed at Upper-intermediate /
Advanced level learners
3. Level similar to original sources

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
Teaching delivery: content-based language learning
1.
General language and communication skills: Tourism and Italian Art topicfocused role-plays
2.
Technical Vocabulary related to History of Art: colours, shades, architectural elements, painting techniques etc.
3.
Translation skills: relevant texts provided by the HoA department (part of the BA programme)
4.
Art critique: reading comprehension; oral and written production

1. General language and communication skills
Speaking skills focusing on employability in the field of History of Art

2. Technical vocabulary related to History of Art
ARCHITETTURA
 La Cupola
 La Volta


La Navata Centrale
Il Transetto
ITALIAN
Singular: Il capitell o IONIC O
Plural: I capitell i IONIC I

3. Translation skills relevant to the BA programme

4. Art critique & History of Art

4. Art critique & History of Art
Transferable skills: the fun of learning a foreign language, from Art to reality

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
1.
2.
VLE site and digital Students’ Portfolio shared between language tutor and Art historian
Monitor students’ learning progress as good teaching practice
Share students’ work with the commissioning department to discuss issues and achievements

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology

INTERDISCIPLINARY LANGUAGE TEACHING:
Material and Methodology
Multi-layered assessment and feedback
 Assessment and feedback on appropriateness of vocabulary and register, content and grammatical precision



Application of the language in a creative and practical context (employability)
Learning from observation through voice tools, audio/video files
Portfolio provides an environment that promotes a private tutor-student
interaction e.g. feedback on pronunciation

REFLECTING on TEACHING PRACTICE:
Feedback analysis
“I am thinking about studying more Italian art in the future and when doing research it will be handy to be able to speak the language.”
“Lessons are fun – great mix of group work, teacher-led presentations and individual speaking. I like that it’s related to art.”
“I have particularly enjoyed learning terms to describe architecture as it benefits not only my Italian but my English.”

REFLECTING on TEACHING PRACTICE:
Feedback analysis
Students’ feedback
 Appreciate the interdisciplinary nature of the course and learning
a language through History of Art (develop an interest in Italian
Art and Italy)
 Enjoy the integration between the modules as students feel it will facilitate their future studies in History of Art

Become aware of the importance of speaking a foreign language in their professional field

Enhance their employability by having something ‘extra’ to offer
 Learn more about History of Art

REFLECTING on TEACHING PRACTICE:
Feedback analysis
Tutor’s perspective

Students more engaged because they enjoy learning a language through History of Art

Students feel more confident about approaching original sources as they already used to complex and technical vocabulary
 Better learning experience: e-portfolio as a personalized space similar to that of social media and a two-way communication tool where students have the opportunity to ask for individual feedback and further explanation
 Enhancing employability, self-confidence & overall self-esteem: students having something to show to potential employers (eportfolio); ability to communicate and give basic guided tours in
Italian; help for future studies and job applications or interviews

Cinzia Bacilieri cinzia.bacilieri@york.ac.uk