Primary Language Teacher Education in Italy: Refining Syllabus Design by Listening to Learners’ Voices

  • Franca Poppi Università di Modena e Reggio Emilia
  • Marina Bondi Università di Modena e Reggio Emilia
Keywords: syllabus design, English language teaching, primary school, teacher training courses

Abstract

Decisions concerning syllabus design are generally based on considerations linked to the level of competence to be attained by the end of the course. The Common European Framework of Reference is one of the many yardsticks against which language competence can be measured. However, the guidelines it provides may need further qualifications, especially when dealing with foreign-language primary school teaching. This paper sets out to examine how the opinions of a group of primary school teachers who have been trained to become English teachers can be exploited for the purpose of refining syllabus design for further training courses.

Received: 18-11-07/ Accepted: 14-01-09

How to reference this article:

Poppi, F. & Bondi, M. (2009). Primary Language Teacher Education in Italy: Refining Syllabus Design by Listening to Learners' Voices. Íkala. 14(1), pp.161-194. 

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Author Biographies

Franca Poppi, Università di Modena e Reggio Emilia
Franca Poppi. Associate Professor of English Linguistics. Faculty of Arts and Humanities. University of Modena and Reggio Emilia, Italy.
Marina Bondi, Università di Modena e Reggio Emilia
Marina Bondi. University of Modena and Reggio Emilia. Facoltà di Lettere e Filosofia, Italy.
Published
2009-10-30
How to Cite
Poppi, F., & Bondi, M. (2009). Primary Language Teacher Education in Italy: Refining Syllabus Design by Listening to Learners’ Voices. Íkala, 14(1), 161-194. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/2669
Section
Empirical Studies