Language learning and teaching at the Faculty of Economics and the Faculty of Law

Author(s): Janet Bowker, Marie-Pierre Escoubas, Anna Marras, Rita Salvi, Ersilia Incelli, Judith Turnbull, Margrit Wetter
Institution/Organisation: Dipartimento di Studi Geoeconomici, Linguistici, Statistici, Storici per l'Analisi Regionale , Faculty of Economics, SAPIENZA University of Rome (IT)


In our faculty the application of the Bologna Declaration has had a strong impact also on the L2 (and L3) teaching. Great efforts have been made by the language staff in order to develop mutilingualism and an interdisciplinary approach. Language curricula have been developed to cope with the needs of future professionals operating in an international context. As a result teaching strategies are based on the principle that language learning must be integrated with the students' mainstream academic subjects. Language courses offer all students the possibility to reach the expected outcome of B2 level in the CEFR at the end of the first cycle and CI level at the end of the second cycle in at least one language. Most of our students are aware that language competence is a passport to employability and mobility and the increasing number of students who, after the compulsory language course, continue optionally either to deepen their knowledge of L2 or start to learn a further language is the first success index. The good relationship between the language teaching staff, the teaching staff of other disciplinary subjects, the administrators, technicians and the students creates a motivating working environment and the language teaching infrastructure allows targeted and varied language activities. However we are aware that we must continue to work in order to broaden our activities, including issues like adult education and amplify IT.

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