Scienze della Formazione Primaria | ITALIAN LANGUAGE

cod. 4461000058

ITALIAN LANGUAGE

	4461000058
	DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
	EQF7
	PRIMARY TEACHER EDUCATION
	2019/2020

PERCORSO COMUNE

	OBBLIGATORIO
	YEAR OF COURSE 3
	YEAR OF DIDACTIC SYSTEM 2016
	PRIMO SEMESTRE

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
	L-FIL-LET/12	8	48	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS

	Objectives
	LEARNING OBJECTIVES: ABILITY TO APPLY THE KNOWLEDGE ACQUIRED IN THE ITALIAN LINGUISTICS FIELD TO DESIGN LINGUISTIC EDUCATION COURSES IN THE PRIMARY SCHOOL. EXPECTED LEARNING RESULTS KNOWLEDGE AND UNDERSTANDING SKILLS: - THE ACQUISITION OF THE BASIC TOOLS AND THE ABILITY TO USE THEM SO THAT THEY CAN DEAL WITH FURTHER STUDIES IN THE FIELD OF THE ITALIAN LINGUISTICS; - KNOWLEDGE OF THE MAIN ISSUES CONCERNING THE ITALIAN LINGUISTICS; - ABILITY TO UNDERSTAND THE MAIN TOPICS OF THE DISCIPLINE SKILLS: APPLY KNOWLEDGE AND UNDERSTANDING - ABILITY TO CRITICALLY INTERPRET THE DATA AND PROBLEMS INHERENT IN THE SUBJECT OF STUDY AND TO REFLECT ON THE MAIN ISSUES, FORMING INDEPENDENT JUDGMENTS ABOUT THEM; - ABILITY TO COMMUNICATE, WITH LANGUAGE PROPERTIES, INFORMATION AND PROBLEMS RELATED TO THE ITALIAN LANGUAGE TO DIFFERENT PUBLICS, SPECIALISTS AND NON-SPECIALISTS. ABILITY TO ADAPT RESEARCH METHODS AND CONTENTS OF THE DISCIPLINE TO THE AGE OF THE PUPILS, TO ADEQUATELY FULFILL THE OBLIGATION OF EDUCATION IN THE KINDERGARTEN AND IN THE PRIMARY SCHOOL.

LEARNING OBJECTIVES: ABILITY TO APPLY THE KNOWLEDGE ACQUIRED IN THE ITALIAN LINGUISTICS FIELD TO DESIGN LINGUISTIC EDUCATION COURSES IN THE PRIMARY SCHOOL.

EXPECTED LEARNING RESULTS

KNOWLEDGE AND UNDERSTANDING SKILLS:

- THE ACQUISITION OF THE BASIC TOOLS AND THE ABILITY TO USE THEM SO THAT THEY CAN DEAL WITH FURTHER STUDIES IN THE FIELD OF THE ITALIAN LINGUISTICS;
- KNOWLEDGE OF THE MAIN ISSUES CONCERNING THE ITALIAN LINGUISTICS;
- ABILITY TO UNDERSTAND THE MAIN TOPICS OF THE DISCIPLINE

SKILLS: APPLY KNOWLEDGE AND UNDERSTANDING

- ABILITY TO CRITICALLY INTERPRET THE DATA AND PROBLEMS INHERENT IN THE SUBJECT OF STUDY AND TO REFLECT ON THE MAIN ISSUES, FORMING INDEPENDENT JUDGMENTS ABOUT THEM;

- ABILITY TO COMMUNICATE, WITH LANGUAGE PROPERTIES, INFORMATION AND PROBLEMS RELATED TO THE ITALIAN LANGUAGE TO DIFFERENT PUBLICS, SPECIALISTS AND NON-SPECIALISTS.
ABILITY TO ADAPT RESEARCH METHODS AND CONTENTS OF THE DISCIPLINE TO THE AGE OF THE PUPILS, TO ADEQUATELY FULFILL THE OBLIGATION OF EDUCATION IN THE KINDERGARTEN AND IN THE PRIMARY SCHOOL.

	Prerequisites
	IN ORDER TO UNDERSTAND THE CONTENTS OF THE TEACHING AND TO ACHIEVE THE EXPECTED LEARNING OBJECTIVES, THE COURSE ASSUMES THE KNOWLEDGE OF THE FORMATION AND DIFFUSION OF THE ITALIAN LANGUAGE FROM ITS ORIGINS TO TODAY.

	Contents
	CONTENTS: TEACHING (8 CFU) PROVIDES THE STUDENT BASIC CONTENTS TO BE ABLE TO FACE LANGUAGE RESEARCH AND TEACHING. IT IS STRUCTURED IN A FIRST PART THAT OUTLINES MAINLY A PICTURE OF CONTEMPORARY ITALIAN, WITH PARTICULAR ATTENTION TO THE ROLE OF DIALECTS IN THE CURRENT LINGUISTIC STRUCTURE OF THE PENINSULA; IT FOCUSES ON THE DIFFERENCES BETWEEN WRITTEN AND SPOKEN LANGUAGE; ON THE INCREASINGLY IMPORTANCE ACQUIRED FROM THE TECHNICAL-SPECIALIST LANGUAGES; ON THE ITALIAN OF COMMUNICATION; ON THE DERIVATION PROCESSES AND THE VARIED COMPOSITION OF THE ITALIAN LEXICON; FINALLY, IT FOCUSES ON THE INFLUENCE THAT ITALIAN HAD ON OTHER LANGUAGES AND CULTURES. IN THE SECOND PART OF THE COURSE, THE PERSPECTIVE EXTENDS TO A REFLECTION ON THE GRAMMATICAL STRUCTURES OF THE ITALIAN LANGUAGE AND TO THE THEMES OF LINGUISTIC EDUCATION RELATED TO THE TEACHING OF TEXT AND THE TEACHING OF ITALIAN AS L2 IN THE PRIMARY SCHOOL. THE ARGUMENTS ARE ALL AVAILABLE IN THE REFERENCE TEXTS.

Contents

CONTENTS:
TEACHING (8 CFU) PROVIDES THE STUDENT BASIC CONTENTS TO BE ABLE TO FACE LANGUAGE RESEARCH AND TEACHING. IT IS STRUCTURED IN A FIRST PART THAT OUTLINES MAINLY A PICTURE OF CONTEMPORARY ITALIAN, WITH PARTICULAR ATTENTION TO THE ROLE OF DIALECTS IN THE CURRENT LINGUISTIC STRUCTURE OF THE PENINSULA; IT FOCUSES ON THE DIFFERENCES BETWEEN WRITTEN AND SPOKEN LANGUAGE; ON THE INCREASINGLY IMPORTANCE ACQUIRED FROM THE TECHNICAL-SPECIALIST LANGUAGES; ON THE ITALIAN OF COMMUNICATION; ON THE DERIVATION PROCESSES AND THE VARIED COMPOSITION OF THE ITALIAN LEXICON; FINALLY, IT FOCUSES ON THE INFLUENCE THAT ITALIAN HAD ON OTHER LANGUAGES AND CULTURES. IN THE SECOND PART OF THE COURSE, THE PERSPECTIVE EXTENDS TO A REFLECTION ON THE GRAMMATICAL STRUCTURES OF THE ITALIAN LANGUAGE AND TO THE THEMES OF LINGUISTIC EDUCATION RELATED TO THE TEACHING OF TEXT AND THE TEACHING OF ITALIAN AS L2 IN THE PRIMARY SCHOOL. THE ARGUMENTS ARE ALL AVAILABLE IN THE REFERENCE TEXTS.

	Teaching Methods
	TEACHING METHODS THIS TEACHING USES THE FOLLOWING METHODOLOGIES: LESSONS WITH WIDE CONTENTS, WITH A FINAL DISCUSSION ON THE CENTRAL TOPICS OF THE LESSON; ACTIVITY OF EXERCISES THAT GIVE OPERATIONAL KNOWLEDGE AND WHICH OFFER EXERCISES AND PROBLEMS ON WHICH THE STUDENT WILL BE INVITED TO EXPERIENCE THE LEARNING ACHIEVED.

	Verification of learning
	ASSESSMENT METHODS AT THE CONCLUSION OF THE COURSE, STUDENTS MAY PARTICIPATE TO A WRITTEN PROOF, BASED ON OPEN QUESTIONS ON A PART OF THE PROGRAM. A POSITIVE RESULT IN THE WRITTEN PROOF ALLOWS THE STUDENTS TO AVOID THE DISCUSSION OF THE CONTENTS OF THE TAKEN PROOF IN THE ORAL FINAL EXAM. THE QUESTIONS OF THE ORAL EXAM (FOUR OR FIVE) CONCERN ISSUES ON WHICH STUDENTS CAN FIND INFORMATION IN THE TEXTS RELATED TO THE COURSE PROGRAM. THE FINAL EXAM WILL BE EXTENDED SO LONG AS NECESSARY FOR ASCERTAINING NOT ONLY THE STUDENT’S KNOWLEDGE OF THE CONTENTS, BUT ALSO THE ABILITY TO EXPRESS THEM CORRECTLY.

Verification of learning

ASSESSMENT METHODS
AT THE CONCLUSION OF THE COURSE, STUDENTS MAY PARTICIPATE TO A WRITTEN PROOF, BASED ON OPEN QUESTIONS ON A PART OF THE PROGRAM. A POSITIVE RESULT IN THE WRITTEN PROOF ALLOWS THE STUDENTS TO AVOID THE DISCUSSION OF THE CONTENTS OF THE TAKEN PROOF IN THE ORAL FINAL EXAM. THE QUESTIONS OF THE ORAL EXAM (FOUR OR FIVE) CONCERN ISSUES ON WHICH STUDENTS CAN FIND INFORMATION IN THE TEXTS RELATED TO THE COURSE PROGRAM. THE FINAL EXAM WILL BE EXTENDED SO LONG AS NECESSARY FOR ASCERTAINING NOT ONLY THE STUDENT’S KNOWLEDGE OF THE CONTENTS, BUT ALSO THE ABILITY TO EXPRESS THEM CORRECTLY.

	Texts
	REFERENCE TEXTS LUCA SERIANNI, GIUSEPPE ANTONELLI, MANUALE DI LINGUISTICA ITALIANA. STORIA, ATTUALITÀ, GRAMMATICA. PEARSON EDITORE, 2017 (CH. 3, 4, 5, 6, 7, 8, 9, 10) , MARIA G. LO DUCA, LINGUA ITALIANA ED EDUCAZIONE LINGUISTICA. TRA STORIA, RICERCA E DIDATTICA. NUOVA EDIZIONE, ROMA, CAROCCI, 2015 (CH. I,II,III,V, VI). RECOMMENDED TEXTS: PIETRO TRIFONE, MASSIMO PALERMO, GRAMMATICA ITALIANA DI BASE. TERZA EDIZIONE CON ESERCIZI DI AUTOVERIFICA ED ESERCIZI ONLINE DI RIPASSO, BOLOGNA, ZANICHELLI, 2014. LORENZO RENZI, COME CAMBIA LA LINGUA: L’ITALIANO IN MOVIMENTO, BOLOGNA, IL MULINO, 2012.

Texts

REFERENCE TEXTS

LUCA SERIANNI, GIUSEPPE ANTONELLI, MANUALE DI LINGUISTICA ITALIANA. STORIA, ATTUALITÀ, GRAMMATICA. PEARSON EDITORE, 2017 (CH. 3, 4, 5, 6, 7, 8, 9, 10) ,
MARIA G. LO DUCA, LINGUA ITALIANA ED EDUCAZIONE LINGUISTICA. TRA STORIA, RICERCA E DIDATTICA. NUOVA EDIZIONE, ROMA, CAROCCI, 2015 (CH. I,II,III,V, VI).

RECOMMENDED TEXTS:

PIETRO TRIFONE, MASSIMO PALERMO, GRAMMATICA ITALIANA DI BASE. TERZA EDIZIONE CON ESERCIZI DI AUTOVERIFICA ED ESERCIZI ONLINE DI RIPASSO, BOLOGNA, ZANICHELLI, 2014.
LORENZO RENZI, COME CAMBIA LA LINGUA: L’ITALIANO IN MOVIMENTO, BOLOGNA, IL MULINO, 2012.