This year’s SLA course is aimed at developing MA students’ skills and competences in content-based second language instruction and it is articulated into 4 Modules:
1) Module A is dedicated to the main theories concerning Second Language Acquisition and is addressed exclusively to students who have never taken an SLA exam in the previous AYs.
2) Module B focuses on the introduction, comparison and contrast of such methodologies/approaches as CBLT (Content-based Instruction), ESP (English for Special/Specific Purposes), EMI (English as a Medium of Instruction), and CLIL (Content and Language Integrated Learning). Not only do students acquire theoretical insights about such methodologies/approaches, but they also develop practical skills through the design of project works/schemes of work/lesson plans, aimed at applying content-based approaches to the acquisition of a second language. This Module is addressed to all SLA students.
3) Module C is addressed to students who have already taken an SLA exam in the past few AYs and is focused on the roles that language use and learning have in CLIL.
4) Module D is again addressed to all SLA students. It introduces some useful ready-made examples of content-based pathways/syllabuses to be commented on.

Just to be as clear as possible, students who have never taken an SLA exam will attend Modules A, B and D (1 book + 6 short articles), while students who have already taken an SLA exam will attend Modules B, C and D (1 book + 6 short articles).

• Module A (only for students who have never taken an SLA exam):
Ellis, R., Second Language Acquisition, Oxford University Press, 2012.
• Module B (for all students):
 Fernández, D.J., “CLIL at the University Level: Relating Language Teaching with and through Content Teaching”, Latin American Journal of Content & Language Integrated Learning 2(2), 2009, pp. 10-26, https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2602/2738;
 Lyster, R., Content-based Language Teaching, Routledge, 2017, pp. 1-34, https://www.taylorfrancis.com/books/9781315103037;
 Madrid, D. and García Sánchez, E., “Content-based Second Language Teaching”, in E. García Sánchez (ed.), Present and Future Trends in TEFL, 2001, pp. 101-134, http://www.ugr.es/~dmadrid/Publicaciones/Content%20Based%20L2%20teaching-CLIL.pdf.
• Module C (only for students who have already taken an SLA exam):
Dalton-Puffer, C., Tarja Nikula and Ute Smit (eds), Language Use and Language Learning in CLIL Classrooms, John Benjamins, 2010 (Selected parts – Introduction and Part I: pp. 1-58; Conclusions: pp. 279-291).

• Module D (for all students):
 Ciambella, F., “ESP+CLIL: Theoretical Insights, Experimentation and Future Prospects at the School for Army Training Sub-Officers of Viterbo, Italy”, in L. Chiorean and C. Nicolae (eds.), Humanities in the Spotlight: The Role of Humanities in Pandemic Times, Riga, Lambert Academic Publishing, 2020, pp. 378-94.
 Graziano, A., “Learning Second Language through Restaurant Menu Dish Names”, in Je-LKS 15 (1), 2019, pp. 67-82, https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1567/1035.
 Romagnuolo, A., “Teaching English Professional Writing in an E-learning Environment: An Italian Case Study”, International Journal of Language and Linguistics 3 (6), 2015, pp. 383-393, http://article.sciencepublishinggroup.com/html/10.11648.j.ijll.20150306.21.html.