85054 - Didactics of the Italian Language (LM) (A-L)

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education

Academic Year 2019/2020

Learning outcomes

At the end of the course the student is able to: master the linguistic contents at the basis of Italian teaching; build consistent learning paths for the development of linguistic skills; identify objectives, tools and teaching methods for each topic.

Course contents

The course is made of a general part and a single-subject course.

General part: Concepts, methods and tools to teach Italian

General part focuses on the main linguistic contents underpinning the teaching of the Italian language (linguistic and communicative competence, linguistic skills, variation, norm, text, text typologies, role of grammar in teaching activities, readability, cross-sectoral nature of the linguistic elements in the disciplinary learning processes), the linguistic education in Italy, from the point of view of its history, most recent research trends and training methods.

Single-subject part: Information and Communication Technology (ICT) and development of linguistic skills

 

Students who opt for the single exam of 6 CFU shall attend the course in the 3rd period of the academic year (3rd February - 13 March 2020) with the ad hoc short programme.

 

The changes from the M-Z course to the A-L course (and viceversa) are possible only for valid reasons and with the consent of the teacher.

 

Readings/Bibliography

References for the 12 CFU exam

1. Texts and material available on the e-learning platform of the course.
2. Maria G. Lo Duca, Lingua italiana ed educazione linguistica. Tra storia, ricerca e didattica, Roma, Carocci, 2013.
3. Matteo Viale (Ed.), Tecnologie dell’informazione e della comunicazione e didattica dell’italiano, Bologna, Bononia University Press, 2018 (Didattica dell'italiano, 2). [info]
4. Paola Baratter, Un approccio alla grammatica valenziale. Guida per l’insegnante, annex to L’infinito presente. Grammatica italiana, Novara, De Agostini Scuola, 2013, pp. 13-76 (available online).



Non-attending students must complement the programme in place of point 1 with the following texts:
A. Matteo Viale (Ed.), Esperienze di e-learning per l’italiano: metodi, strumenti, contesti d’uso, Bologna, Bononia University Press, 2018 (Didattica dell'italiano, 1). [info]
B. Massimo Palermo, Italiano scritto 2.0. Testi e ipertesti, Roma, Carocci, 2017.


References for the 12 CFU exam

Students who opt for the exam of 6 CFU must study texts at points 1, 2 (except for chapter 6), 4, and also the chapter entitled Le tecnologie per un reale rinnovamento della didattica dell’italiano of the text at the point 3 (pp. 9-22).

Non-attending students must complement the programme in place of point 1 with the texts A.


Teaching methods

Lectures, seminars and workshops.

Assessment methods

For all students, the exam consists of a written exam. The written exam aims at assessing the knowledge of the concepts, methods and tools to teach Italian and assess the ability to use the conceptual tools to design training paths.

The exam is differentiated between attending and non-attending students. The exam consists of 29 multiple choice items (of 0.5 points each) and 5 open-ended questions (2 of 5 points and 3 of 2,5 points each) about all the readings. For incorrect or not given answers the score is 0 points. The final grade is given by the sum of the points, where 31 and 32 correspond to cum laude.

In the evaluation of the open-ended questions the following evaluation grid will be used:

  • full score (80-100% of the score): detailed knowledge of the contents of the bibliography, combined with a precise and widely effective language;
  • average high score (60-80% of the score): excellent knowledge of the bibliography, expressed through a precise and overall effective language;
  • average score (40-60% of the score): good knowledge of the bibliography and use of a language sufficiently precise and congruous, albeit with inaccuracies and excessive simplifications;
  • low-medium score (within 40% of the score): sometimes uncertain knowledge of the contents of the bibliography and language with inaccuracies and inconsistencies;
  • no score assigned: serious gaps in the preparation and use of imprecise and ineffective language.

Students whose mother tongue is not Italian must have a good knowledge of the Italian language.

 

Teaching tools

Students who regularly attend the lessons can use the reference material provided online. In particular, an up-to-date calendar of the classes and an e-learning platform reserved to attending students.

 

Links to further information

http://www.matteoviale.it/didattica/calendario_did_it_al_2020.html

Office hours

See the website of Matteo Viale