Intercultural teaching methodology (2011/2012)

Course code
Name of lecturer
Stefania Lamberti
Stefania Lamberti
Number of ECTS credits allocated
Academic sector
Language of instruction
Sem. 2A dal Feb 27, 2012 al Apr 22, 2012.

Lesson timetable

Learning outcomes

At the end of the course students will be able:
- To elaborate a proper and critical definition of what “intercultural didactic” is.
- To know and to use the more appropriate intercultural didactic methods.
- To know and to use different methods to promote: acceptance, contact and dialogue, valorization of differences, comparison, interaction and effective management of conflicts.
- To analyze critically didactical proposals and projects aimed at promoting intercultural education.
- To elaborate effective educational projects to promote intercultural education.


The course will tackle the following topics:
 Pedagogy, Education, Intercultural Didactic.
 Methods, contents, skills, contexts of intercultural didactic.
 The right practices: from acceptance to integration.
 Didactical action in educational contexts.
LAMBERTI S., Cooperative Learning e educazione interculturale. Percorsi e attività per la scuola primaria, Erickson, Trento, 2010.
NANNI A., CURCI S., Buone pratiche per fare intercultura, EMI, Bologna, 2005.
La via italiana per la scuola interculturale e l’integrazione degli alunni stranieri, Ottobre 2007, MIUR
In addition to the general bibliography, students should choose one of the following textbooks:
DEMETRIO D., FAVARO G., Didattica interculturale. Nuovi sguardi, competenze, percorsi, Franco Angeli, Milano, 2002.
GIUSTI Mariangela, Pedagogia interculturale. Teorie, metodologia, laboratori, Laterza, Roma-Bari, 2004.
LAMBERTI S., Cooperative Learning: una metodologia per la gestione efficace dei conflitti, Cedam, Padova, 2006.
LAMBERTI S., Cooperative learning: lineamenti introduttivi, Quiedit, Verona, 2010.
PORTERA A. ( cura di), Educazione interculturale nel contesto internazionale, Guerini, Milano, 2006.
PORTERA A. (a cura di), Pedagogia interculturale in Italia e in Europa. Aspetti epistemologici e didattici, Vita e pensiero, Milano, 2003.

Assessment methods and criteria

The exam is organized in two parts:
- A written elaboration of a didactic project.
- An oral discussion in which students will have to prove the knowledge of the textbooks.
- For students attending the course it will be possible to carry out the written elaboration using verification mode and cooperative evaluation.

Memorandum: in order to allow students to elaborate knowledge and to encourage the development of skills the teaching method used during the course will be the cooperative learning.