- Docente: Gabriella Petrone
- Credits: 6
- SSD: L-LIN/02
- Language: Italian
- Teaching Mode: In-person learning (entirely or partially)
- Campus: Forli
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Corso:
First cycle degree programme (L) in
Languages and Technologies for Intercultural Communication (cod. 6604)
Also valid for First cycle degree programme (L) in Languages and Technologies for Intercultural Communication (cod. 5979)
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from Feb 18, 2026 to May 13, 2026
Learning outcomes
At the end of the module, the student will understand the lexical and grammatical elements of Italian sign language, with an overview of regional varieties; he or she will be able to use them in moderately complex communicative situations.
Course contents
Students will explore content related to the history of the deaf, the transition from oralism to bilingualism, the education of deaf children, and deaf culture. We will explore linguistic elements related to the arbitrariness and iconicity of signs, giving ample space to translation and interpretation modules.
Readings/Bibliography
Bagnara C., S. Corazza, S. Fontana, A. Zuccalà. (Edd.). (2008). I segni parlano. Prospettive di ricerca sulla Lingua dei Segni Italiana. FrancoAngeli.
Cadorna T., V. Volterra. (2007). Le lingue dei segni. Storia e semiotica. Carocci Editore.
Caselli M.C., S. Maragna, V. Volterra. (2006). Linguaggio e sordità. Gesti, segni e parole nello sviluppo e nell’educazione. Il Mulino.
Trovato S., A. Folchi, C. Baj, M. Sartoro. G. Anselmo. (2020). Insegnare e imparare la Lis. Attività e materiali per il docente, lo studente e l’autoapprendimento. Erickson.
Volterra V., M. Roccaforte, A. Di Renzo, S. Fontana. (2019). Descrivere la lingua dei segni italiana. Una prospettiva cognitiva e sociosemiotica. Il Mulino.
Volterra V. (Ed.). (1987). La lingua dei segni italiana. La comunicazione visivo-gestuale dei sordi. Il Mulino.
Teaching methods
Theoretical and practical lectures
Assessment methods
Theoretical interview in Italian and a short dialogue in sign language.
The overall grade is described as follows:
– failing is determined by a lack of knowledge of the minimum course content, as well as a lack of adequate specialized vocabulary, a lack of communication skills in sign language, and a lack of independent judgment, analysis, argumentation, and communication of the content;
– Grades of 18–23/30 indicate an acceptable level of student performance on the assessment indicators;
– Grades of 24–25/30 indicate a more than adequate performance;
– Grades of 26–27/30 indicate a good performance;
– Grades of 28–30/30 indicate an excellent performance, and 30/30 with honors indicates an excellent performance.
Teaching tools
Distance learning platform, PowerPoint presentations, and online research
Office hours
See the website of Gabriella Petrone