72865 - Didactics of Italian Language (LM)

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 two modules (each one of 30 hours corresponding to 6 CFU). Students who opt for the single exam of 6 CFU can attend either Module 1 (Matteo Viale) or Module 2 (Fabio Atzori).

 

Module 1: Concepts, methods and tools to teach Italian (Matteo Viale)
Module 1 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.

 

Module 2: Teaching with the texts. Training paths (Fabio Atzori)
Module 2 focuses on training paths starting from the text. During the first part of the module, samples of school planning and texts will be analysed. A guided stage of designing training paths will follow in which material collected from students will be also analysed. Among the topics that will be dealt with: poetry and training, training of scientific texts, training of writing techniques, tools for teaching Italian.

 

Readings/Bibliography

Readings for Module 1 (Matteo Viale):
1. Material handed out in class available on the e-learning platform of the course.
2. M.G. Lo Duca, Lingua italiana ed educazione linguistica. Tra storia, ricerca e didattica, Roma, Carocci, 2013 (new edition).
3. F. Sabatini, C. Camodeca, C. De Santis, Sistema e testo. Dalla grammatica valenziale all'esperienza dei testi, Torino, Loescher, 2011 (chapters 3-13).

 

Non-attending students must complement the programme with one of the following texts in place of point 1:
- L. Serianni, G. Benedetti, Scritti sui banchi. L'italiano a scuola tra alunni e insegnanti, Roma, Carocci, 2011.
- A. Colombo, “A me mi”. Dubbi, errori, correzioni nell'italiano scritto, Milano, Franco Angeli, 2011.
- G. Serragiotto, Dalle microlingue disciplinari al CLIL, Novara, De Agostini, 2014.
- S. Lubello (a cura di), Lezioni di italiano, Bologna, il Mulino, 2014.
- P. E. Balboni, Fare educazione linguistica. Attività didattiche per italiano L1 e L2, lingue straniere e lingue classiche, Torino, Utet Università, 2008.
- A. Negri (a cura di), Insegnare italiano a stranieri. Percorsi formativi, Milano, FrancoAngeli, 2013.
- M. Vedovelli, Guida all'italiano per stranieri. Dal Quadro comune europeo per le lingue alla Sfida salutare, Roma, Carocci, 2010.
- S. Demartini, S. Fornara, La punteggiatura dei bambini. Uso, apprendimento e didattica, Roma, Carocci, 2013.
- L. Vanelli, Grammatiche dell'italiano e linguistica moderna, Padova, Unipress, 2010.
- M.G. Lo Duca, Esperimenti grammaticali. Riflessioni e proposte sull'insegnamento della grammatica dell'italiano, Roma, Carocci, 2004.
- L. Corrà, W. Paschetto (edd.), Grammatica a scuola, Milano Franco Angeli, 2011.
- G. Fiorentino (ed.), Perché la grammatica? La didattica dell'italiano tra scuola e università, Roma, Carocci, 2012.
- P. Baratter, S. Dallabrida (edd.), Lingua e grammatica. Teorie e prospettive didattiche, Milano, Franco Angeli, 2009.
- U. Cardinale (ed.), A scuola d'italiano a 150 anni dall'Unità. Più lingua più letteratura più lessico: tre obiettivi per l'italiano d'oggi nella scuola secondaria superiore, Bologna, il Mulino, 2001 (choose 3 out of 5 sections).

 

Readings for Module 2 (Fabio Atzori):
1. Material handed out in class available on the e-learning platform of the course.
2. C. Lavinio, Comunicazione e linguaggi disciplinari. Per un'educazione linguistica trasversale, Roma, Carocci, 2004.
3. L. Serianni, Italiani scritti, Bologna, Il Mulino, 2007 (nuova ed.).

Non-attending students must complement the programme with one of the following texts in place of point 1:
- D. Corno, La scrittura, Soveria Mannelli, Rubbettino, 1999.
- D. Corno, Scrivere e comunicare, Milano, Bruno Mondadori, 2012 (new edition).
- F. Rossi, F. Ruggiano, Scrivere in italiano. Dalla pratica alla teoria, Roma, Carocci, 2013 (chapters 6 and 7 excluded).

 

Teaching methods

Lectures, seminars and workshops.

Assessment methods

For all students, the exam consists of a written exam (30 multiple choice questions about the readings) and an oral exam. The written exam aims at assessing the knowledge of the concepts, methods and tools to teach Italian; the oral exam assess the ability to use the conceptual tools to design training paths.

Students who regularly attended the lessons complement part of the oral exam with the discussion of a short written essay (maximum 5 pages of 2,000 characters, spaces included). The written essay consists in the preparation of a lesson (materials included) on a topic agreed with one of the professors. The essay must follow the guidelines provided in class.

Students whose mother tongue is not Italian must have a good knowledge of the Italian language, at least level C1 of the Common European Framework of Reference for Languages.

Erasmus or exchange students must contact the professors before the beginning of the course.

Teaching tools

The professors will publish training material on the e-learning platform of the course.

 

Office hours

See the website of Matteo Viale

See the website of Fabio Atzori