The paper focuses on the presentation of civilization themes and specialized topics related to the culinary field in a class of the high school for hospitality and catering of Bardolino. The lesson sequence proposed has been presented from an intercultural perspective and is based on a communicative and action-oriented approach according to the Common European Framework of Reference for Languages and the "Indicazioni nazionali per il curriculo".
Particular emphasis has been laid on the active dimension of learning, which aims at increasing students' awareness of their own cognitive processes, and on the social context, which interacts in a dynamic process with the cognitive and affective spheres of the learner. The creation of a productive learning environment and the enhancement of social skills have been fostered through the adoption of cooperative learning on the pattern of Kagan’s method and through the great value attached to experiential, inductive and contextual learning.
Table of Contents
1. Presentation of the school
2. Context of the learning unit
2.1 Class profile
2.2 Teaching approach
2.3 Didactic methods, techniques and strategies
2.4 Definition of the learning objectives
2.5 Learning materials and resources
3. Structure of the learning unit
4. Evaluation
5. Riflessioni finali sull’esperienza di tirocinio
Objectives and Topics
The primary objective of this work is to design and implement an effective English teaching unit tailored for students in the hospitality and catering industry, utilizing an intercultural and action-oriented approach to foster communicative competence and professional skills.
- Implementation of communicative and action-oriented teaching methods according to CEFR guidelines.
- Integration of intercultural perspectives to enhance student awareness of diversity in gastronomy.
- Use of cooperative learning structures and experiential methods to increase engagement and motivation.
- Application of needs analysis to align learning objectives with student interests and industry requirements.
- Development of inclusive assessment strategies, including self-evaluation and collaborative grading.
Excerpt from the Book
2.3 Didactic methods, techniques and strategies
Among the didactic methods I have introduced in my learning unit, the most significant one is arguably that of cooperative learning. “The emphasis on teamwork in more and more workplaces means that instructional approaches must also emphasise learning collaboratively not just individually. For all types and levels of schooling and training, the field’s emerging research findings challenge what we teach and how we teach it”. If students work only alone or only in competition with others, they will not acquire the cooperative skills necessary to successfully participate in the work world of the 21st century. Personal and interpersonal skills are becoming increasingly vital in our society.
As Martin Luther King pointed out, “we are caught in an inescapable network of mutuality. We are tied in a single garment of destiny. What affects one directly, affects us all indirectly”. Nevertheless, these skills are disappearing due to major social changes that have contributed to the creation of a socialization void. Cooperative learning boosts understanding, role-taking, compassion and empathy. When students work independently, there is little interaction and few opportunities to truly get to know and understand how classmates think. Conversely, cooperative learning places students on the same team, increases interpersonal contact, includes shared goals and promotes sharing, helping and praising. In addition, cooperative learning builds communication skills, develops self-esteem and internal locus of control, increases student motivation, reduces discipline problems, promotes cognitive development and learner autonomy.
Summary of Chapters
1. Presentation of the school: Provides an overview of the I.P.S.A.R. “Luigi Carnacina” institute, its facilities, and the various projects aimed at promoting student inclusion and professional training.
2. Context of the learning unit: Analyzes the class profile, current teaching approaches, and the specific didactic methods used to foster language acquisition.
3. Structure of the learning unit: Details the specific lesson plans and activities designed to teach civilization topics and culinary English through an interactive and intercultural framework.
4. Evaluation: Explains the assessment strategies utilized, focusing on the importance of student involvement in grading and the promotion of self-reflective learning.
5. Riflessioni finali sull’esperienza di tirocinio: Offers a personal reflection on the internship experience, highlighting the importance of the educational process and identifying critical areas for future teacher training.
Keywords
English for Gastronomy, Intercultural Competence, Cooperative Learning, Communicative Approach, Action-oriented Learning, CEFR, Needs Analysis, Learner Autonomy, Teaching Strategies, Hospitality Education, Professional Development, Metacognitive Strategies, Didactic Methods, Student Engagement, Assessment.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on teaching English specifically for the gastronomy and hospitality industry, moving beyond traditional language instruction to incorporate intercultural perspectives and action-oriented tasks.
What are the core thematic areas?
Key areas include the integration of communicative and social skills, the use of cooperative learning strategies, intercultural awareness, and the application of technical vocabulary related to cooking and service.
What is the primary research goal?
The goal is to increase student motivation and language proficiency by aligning learning activities with real-world professional needs and fostering an autonomous, student-centered learning environment.
Which pedagogical approach is applied?
The author adopts a communicative and action-oriented approach in line with the CEFR (Common European Framework of Reference for Languages) and Italian national guidelines for vocational schools.
What is covered in the main section?
The main section details the class profile, specific cooperative learning techniques modeled on Kagan, the development of learning objectives, and the selection of authentic materials to facilitate language practice.
Which keywords best characterize this project?
Essential terms include English for Gastronomy, Cooperative Learning, Communicative Competence, Intercultural Perspective, and Action-oriented Teaching.
How does the author involve students in the assessment process?
The author promotes student involvement by allowing them to participate in the creation of assessment scales and benchmarks, thereby fostering accountability and self-reflective learning.
What is the role of new media in the lesson sequence?
New media, such as the Internet and the Interactive Whiteboard (IWB), are used to provide authentic materials, facilitate hands-on interactions, and create personalized learning experiences tailored to different student aptitudes.
- Arbeit zitieren
- Emanuela Olita (Autor:in), 2015, Is it good enough to eat? Teaching English for Gastronomy from an Intercultural Perspective, München, GRIN Verlag, https://www.grin.com/document/304181
