Teaching Italian Language
A.Y. 2020/2021
Learning objectives
The course aims to make us reflect on the methods of teaching the Italian language, considering the fundamental stages of the history of linguistic education (through the sources, the voice of the authors, the texts), and examining the methods of teaching on the basis of the most recent approaches to teaching of L1, also in relation to the acquisition of L2.
The course aims to give the opportunity to reflect on the history of linguistic education in Italy and on the historical discussion of models and expressive possibilities. We want to invite a critical approach to the methods and possibilities offered by the tools of current teaching, both in teaching L1 and in training in L2.
The possibility of teaching Italian structures and acquiring the main methods of language teaching will be proposed. There will be common occasions for students to reflect on the issues addressed during the lessons with an assessment of judgment skills and completeness of preparation.
The course aims to give the opportunity to reflect on the history of linguistic education in Italy and on the historical discussion of models and expressive possibilities. We want to invite a critical approach to the methods and possibilities offered by the tools of current teaching, both in teaching L1 and in training in L2.
The possibility of teaching Italian structures and acquiring the main methods of language teaching will be proposed. There will be common occasions for students to reflect on the issues addressed during the lessons with an assessment of judgment skills and completeness of preparation.
Expected learning outcomes
At the end of the course, the student will know the history of language teaching, through its fundamental stages; will have learned the basics on the main techniques now used in the teaching of the Italian language; will be able to apply the knowledge and skills acquired even at the end of the studies, in particular during the teaching which, after the degree course, will be presented to those who will follow the teaching career in secondary school.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
If at the beginning of the second half of the year the health conditions do not allow the resumption of didactic activities in the presence, the lessons will take place mainly in synchronous mode, on the Teams platform.
The study materials that will be useful for students to follow the lessons will be published on the Ariel page.
The study materials that will be useful for students to follow the lessons will be published on the Ariel page.
Course syllabus
Part A: Text, history, context: teaching Italian in secondary school [G. Polimeni]
Part B (20 hours; 3 credits): Methods and tools for teaching Italian L2 [teacher to be defined]
The course includes the presentation of the methods and teaching tools of the Italian language; in the first place it will trace the fundamental moments of the history of language training (through the sources, the voice of the authors, the testimonies) and will evaluate the teaching methods in relation to the possibilities offered by the most recent approaches to the teaching of L1 and L2.
Part B (20 hours; 3 credits): Methods and tools for teaching Italian L2 [teacher to be defined]
The course includes the presentation of the methods and teaching tools of the Italian language; in the first place it will trace the fundamental moments of the history of language training (through the sources, the voice of the authors, the testimonies) and will evaluate the teaching methods in relation to the possibilities offered by the most recent approaches to the teaching of L1 and L2.
Prerequisites for admission
The course requires knowledge of the basic structures of the Italian linguistic system (phonetics, morphology, syntax, vocabulary) and the possession of the fundamental elements of decoding textuality; good competence in the reconstruction of historico-linguistic facts and the history of Italian literature is necessary.
Teaching methods
The course will be offered in a lecture format; student participation and interaction will be required.
Texts and documents that will be commented on in class will be published on the Ariel website. Such texts will be fundamental reference points for attending students.
Texts and documents that will be commented on in class will be published on the Ariel website. Such texts will be fundamental reference points for attending students.
Teaching Resources
Part A:
- Massimo Prada, Non solo parole. Per una didattica del lessico nelle scuole secondarie di secondo grado, in "Italiano LinguaDue", 2, 2013:
https://riviste.unimi.it/index.php/promoitals/article/view/3226.
- Giorgio Graffi, La frase: l'analisi logica, Roma, Carocci, 2012;
- Adriano Colombo, Giorgio Graffi, Capire la grammatica. Il contributo della linguistica, Roma, Carocci, 2017.
Part B:
- Cecilia Andorno, Grammatica e acquisizione dell'italiano L2, "Italiano LinguaDue", 1-2009: https://riviste.unimi.it/index.php/promoitals/article/view/450
- Simonetta Ciaccio, Leggere per apprendere: il difficile caso del testo di storia, "Italiano LinguaDue", 1-2011: https://riviste.unimi.it/index.php/promoitals/article/view/1233
- Daniela Notarbartolo, La padronanza linguistica. Perché e che cosa insegnare, Milano, Academia Universa Press, 2019.
Non-attending students
Unit A:
- Massimo Prada, Non solo parole. Per una didattica del lessico nelle scuole secondarie di secondo grado, in "Italiano LinguaDue", 2, 2013:
https://riviste.unimi.it/index.php/promoitals/article/view/3226.
- Giorgio Graffi, La frase: l'analisi logica, Roma, Carocci, 2012;
- Adriano Colombo, Giorgio Graffi, Capire la grammatica. Il contributo della linguistica, Roma, Carocci, 2017.
- Grammatiche, a cura di Giuseppe Antonelli, Matteo Motolese, Lorenzo Tomasin, Roma, Carocci, 2018.
Unit B:
- Cecilia Andorno, Grammatica e acquisizione dell'italiano L2, "Italiano LinguaDue", 1-2009: https://riviste.unimi.it/index.php/promoitals/article/view/450
- Simonetta Ciaccio, Leggere per apprendere: il difficile caso del testo di storia, "Italiano LinguaDue", 1-2011: https://riviste.unimi.it/index.php/promoitals/article/view/1233
- Daniela Notarbartolo, Competenze testuali per la scuola, Roma, Carocci 2014;
- Daniela Notarbartolo, La padronanza linguistica. Perché e che cosa insegnare, Milano, Academia Universa Press, 2019;
- Edoardo Lugarini, Michela Dota, Grammatica dell'italiano. Fondamenti e metodi per l'insegnamento e l'apprendimento della lingua italiana L1 e L2, Napoli, Edises, 2018.
- Massimo Prada, Non solo parole. Per una didattica del lessico nelle scuole secondarie di secondo grado, in "Italiano LinguaDue", 2, 2013:
https://riviste.unimi.it/index.php/promoitals/article/view/3226.
- Giorgio Graffi, La frase: l'analisi logica, Roma, Carocci, 2012;
- Adriano Colombo, Giorgio Graffi, Capire la grammatica. Il contributo della linguistica, Roma, Carocci, 2017.
Part B:
- Cecilia Andorno, Grammatica e acquisizione dell'italiano L2, "Italiano LinguaDue", 1-2009: https://riviste.unimi.it/index.php/promoitals/article/view/450
- Simonetta Ciaccio, Leggere per apprendere: il difficile caso del testo di storia, "Italiano LinguaDue", 1-2011: https://riviste.unimi.it/index.php/promoitals/article/view/1233
- Daniela Notarbartolo, La padronanza linguistica. Perché e che cosa insegnare, Milano, Academia Universa Press, 2019.
Non-attending students
Unit A:
- Massimo Prada, Non solo parole. Per una didattica del lessico nelle scuole secondarie di secondo grado, in "Italiano LinguaDue", 2, 2013:
https://riviste.unimi.it/index.php/promoitals/article/view/3226.
- Giorgio Graffi, La frase: l'analisi logica, Roma, Carocci, 2012;
- Adriano Colombo, Giorgio Graffi, Capire la grammatica. Il contributo della linguistica, Roma, Carocci, 2017.
- Grammatiche, a cura di Giuseppe Antonelli, Matteo Motolese, Lorenzo Tomasin, Roma, Carocci, 2018.
Unit B:
- Cecilia Andorno, Grammatica e acquisizione dell'italiano L2, "Italiano LinguaDue", 1-2009: https://riviste.unimi.it/index.php/promoitals/article/view/450
- Simonetta Ciaccio, Leggere per apprendere: il difficile caso del testo di storia, "Italiano LinguaDue", 1-2011: https://riviste.unimi.it/index.php/promoitals/article/view/1233
- Daniela Notarbartolo, Competenze testuali per la scuola, Roma, Carocci 2014;
- Daniela Notarbartolo, La padronanza linguistica. Perché e che cosa insegnare, Milano, Academia Universa Press, 2019;
- Edoardo Lugarini, Michela Dota, Grammatica dell'italiano. Fondamenti e metodi per l'insegnamento e l'apprendimento della lingua italiana L1 e L2, Napoli, Edises, 2018.
Assessment methods and Criteria
Assessment will take place through an oral exam, during which competence of the different phases of the history of linguistic training, together with the originality of the reflection on current methods of teaching Italian, will be evaluated. Marks will be out of 30.
Unita' didattica A
L-FIL-LET/12 - ITALIAN LINGUISTICS - University credits: 3
Lessons: 20 hours
Professor:
Polimeni Giuseppe
Unita' didattica B
L-FIL-LET/12 - ITALIAN LINGUISTICS - University credits: 3
Lessons: 20 hours
Professor:
Notarbartolo Daniela
Professor(s)