Dr Giovanna Donzelli

• 'A multidimesnional study of English Collocations in an EFL context' (awarded 2019)

  PhD

  Other supervisor: Prof Jim Milton

• ALEM34 Young Language Learners

  This is a module about young language learners and the way children acquire a second language in instructional settings. From the study of theories of child development, students will move on to the analysis of the classroom environment and focus on issues such as classroom management, resources and materials for the low level young learner classroom.

• DAE128 Italian Stage 2 Part 1 South Wales Miners Library SA2 7NB

  Students will carry out work both individually and in a group in the language they are studying, which will enable them to gain a pre intermediate knowledge of the various forms of communication (reading, writing, speaking, listening) and to use them on an effective everyday level.

• 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-320 Modern Languages Dissertation Preparation

  This module introduces you to the practice of research and dissertation writing in the field of Modern Languages and will guide you in the first part of your dissertation preparation. Areas covered include: selecting a relevant topic, asking relevant research questions, preparing and writing up a literature review, preparing and writing up a research proposal, research methods and library research tools, making use of foreign-language sources, structuring your dissertation, analysis and argumentation, compiling a bibliography. In addition to lectures and seminars, you will have three meetings with your supervisor. By the end of the module you will have developed your dissertation topic, know what methodology you will use and have acquired knowledge of how to organise and lay out your dissertation. Assessment for the module consists of a literature review, a research proposal and a presentation.

• ML-321 Modern Languages Dissertation

  This module provides students with the opportunity to research one aspect of French, German, Italian or Hispanic culture in detail, and to present the findings of their research in a dissertation of 8000 words. The module will be taught by means of four practical seminars on research and writing skills, and through three formal supervision sessions with a dissertation supervisor. Your supervisor will help you to find a topic, suggest research strategies, agree a suitable title, discuss the structure of your dissertation, and will read closely and comment on one draft chapter. The topic may relate to a module you are doing at Level 3, provided that this does not involve a duplication of material and is agreed with the module coordinator in advance. The dissertations may be written in English, in your target language, or in Welsh (where Welsh-medium provision is available).

• MLI260A Italian Language 2A

  This module aims at building on the skills and knowledge acquired in the first year of study, and will equip students with the skills needed to use Italian in more complex concrete and abstract social and professional environments appropriate to level B2 of the Common European Framework of Reference for Languages (CEFR). It concentrates on developing fluency and accuracy in written and spoken Italian, so that the student can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. It also aims at establishing a firm grammatical understanding of the language, and extending students¿ vocabulary to read, write, interpret and debate (explaining a viewpoint, giving independent advantages and disadvantages of various options) about topical issues related to contemporary Italian society and culture. Moreover, the module aims to enhance students¿ employability by systematically developing a personal professional career planning portfolio, providing a sound insight into the world of work. Classes will be conducted mainly in Italian.

• MLI260B Italian Language 2B

  This module builds on and consolidates the skills and knowledge acquired in MLI260A by concentrating on further developing fluency and accuracy in written and spoken Italian. This module aims to build on and consolidate the skills and knowledge acquired in MLI260A. It concentrates on further developing fluency and accuracy in written and spoken Italian appropriate to level B2 of the Common European Framework of Reference for Languages (CEFR). It specifically aims at preparing the students for their Year Abroad and/or extend inter-cultural awareness, widening students¿ vocabulary to read, write and do presentations about topics related to Italy. The module also aims to enhance students¿ employability, by training them to do a successful presentation using appropriate IT applications. Classes will be conducted mainly in Italian.

• MLI301B Italian General Language 3B

  This module offers practice and development of skills in translation from English to Italian (target language) and in the use of register in speaking and communicating in the target language. Writing and oral classes will give you practice in the exercises covered by the module and help you consolidate your theoretical knowledge of the Italian grammar, vocabulary and register.

• MLI313 Italian Language 3A

  This module is the culmination of advanced level study of Italian which will equip students with the skills needed to communicate orally and in writing at a near-native level. This module aims to consolidate and extend the language skills developed by students from the beginners and advanced language pathways. It concentrates on developing clarity, fluency, organisation, structure and accuracy in written and spoken Italian, establishing a firm understanding of the finer points of the language relating to grammar and discourse, and extending students¿ vocabulary to read, write, and speak about issues related to contemporary francophone society and culture. Classes are mainly conducted in Italian.

• MLI390A Italian Language 3A

  This module aims at building on the skills and knowledge acquired in the second year of study, and will equip students with the skills needed to use Italian in more complex concrete and abstract social and professional environments appropriate to level B2 of the Common European Framework of Reference for Languages (CEFR). It concentrates on developing fluency and accuracy in written and spoken Italian, so that the student can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. It also aims at establishing a firm grammatical understanding of the language, and extending students¿ vocabulary to read, write, interpret and debate (explaining a viewpoint, giving independent advantages and disadvantages of various options) about topical issues related to contemporary Italian society and culture. Moreover, the module aims to enhance students¿ employability by systematically developing a personal professional career planning portfolio, providing a sound insight into the world of work. Classes will be conducted mainly in Italian.

• MLI390B Italian Language 3B

  This module builds on and consolidates the skills and knowledge acquired in MLI390A by concentrating on further developing fluency and accuracy in written and spoken Italian. This module aims to build on and consolidate the skills and knowledge acquired in MLI390A. It concentrates on further developing fluency and accuracy in written and spoken Italian appropriate to level B2 of the Common European Framework of Reference for Languages (CEFR). It specifically aims at preparing the students for their Year Abroad and/or extend inter-cultural awareness, widening students¿ vocabulary to read, write, do presentations and translate about topics related to Italy. The module also aims to enhance students¿ employability, by training them to do a successful presentation using appropriate IT applications. Classes will be conducted mainly in Italian.

• MLIM30 Advanced Translation (English - Italian)

  In 17 weekly two 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%

• MLIM60 Advanced English-Italian Translation for MA Exchange Students B (TB2)

  This module is only available to students coming to Swansea on an approved, single-semester M-level exchange from a translation and/or interpreting school in Europe (e.g. from the METS consortium). Teaching and assessment are identical to either the first or the second semester of the existing 20 credit, 2-semester Advanced Translation modules MLIM01 (Italian to English) OR MLIM30 (English to Italian), OR an approved mixture between them. Students taking MLIM60 will attend the same classes and submit the same two written assessments as those taking the corresponding semester of the longer module(s).

• MLT330 Interpreting - Local Government Option

  This module will develop strategies and techniques to perform sight translation and dialogue (or bilateral consecutive) interpreting in the context of Local Government, covering a selection of topics in the areas of council services, social services, environmental health, and education. There will be lectures/workshops on voice confidence, note-taking, and ethics, and practical sessions (live sessions and language laboratory sessions using the latest technology) to enhance your learning. A range of materials will be made available on Canvas to practice the different modes of interpreting in your own time. This module will also prepare you for the Diploma in Public Service Interpreting, examined by the Chartered Institute of Linguists (CIoL). This is optional and takes place in June every year (registration by February; CIoL fee applies).

• MLTM07 Interpreting - Health Option & Introduction to Conference Interpreting

  This module will develop strategies and techniques to perform Sight Translation (L1 into L2 and L2 into L1), Bilateral Consecutive (including Telephone Interpreting), and Simultaneous-Whispering modes of Interpreting. The contexts are Health issues and Current Affairs, covering a selection of topics in the following areas: Structure of the NHS and the equivalent National Health Services in the other countries studied; General Practice, Physiology and Professionals: The Role of the GP & The Role of the Consultants; A&E cases; Diseases: Symptoms, Diagnosis and Prognosis (conditions and diseases of the Circulatory, Digestive, Respiratory, Reproductive and Urinary Systems); Mental Health and Current Affairs related to Health issues of the cultures involved (Language 1 & Language 2). There will be a mixture of lectures on Interpreting Theory, live sessions, and Language Laboratory practical sessions using the latest technology to enhance your learning. The assessment will be an Essay (30%) and a Practical Exam in the Language Laboratory (70%). A wide range of materials will be available on Blackboard to practice the different modes of interpreting in your own time. This module will also prepare you for the Diploma in Public Service Interpreting (Health), examined by the Chartered Institute of Linguists (CIoL). This is optional and will take place in June every year (Registration by February; CIoL fee applies).

Donzelli, G. and Milton, J. (2010). Come i bambini imparano una lingua straniera in classe: un viaggio difficile dall’ascolto all’apprendimento. In F. Sisti (ed.) 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. In R. C. Beltrán (ed.) Estudios de Lingüística Inglesa Aplicada (ELIA). Vol. 7, 103-25.

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

WEB PUBLICATIONS:

Donzelli, G. (2002).’Elementary English Classes as Lexical Environments’.

REVIEWS OF:

1. Limbery and S. Silipo (2003). Colloquial Italian 2. The Next Step in Language Learning. London: Routledge. In Tuttitalia 29: 31-32.
2. Cameron (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. In System 31: 417-19.

1. Gilzow Douglas and E. Branaman Lucinda (2000). Lessons learned. Model early foreign language programs. Professional practice series 1, CAL, ERIC, Delta Systems, LAB. In System 31: 125-48.