ID:
139004
Dettaglio:
SSD: Italian Linguistics
Duration: 36
CFU: 6
Located in:
BERGAMO
Url:
PRIMARY TEACHER EDUCATION - 139-270/PERCORSO COMUNE Year: 1
Year:
2025
At the end of the course students will have acquired the basic tenets of Educational Linguistics and will be able to apply them to implement democratic and inclusive Language Education in order to foster communicative proficiency and raise language awareness in pupils.
None.
Special attention will be given to discussions and activities with and among the participants.
Complementary inputs and activities could be provided via Moodle and other ICTs.
The course is completed through an oral exam. A positive evaluation ranges from 18/30 to 30 (evt. "cum laude")/30.
The evaluation criteria encompass: accuracy in concepts and terminology; extension and depth of proficiency of concepts and of conceptual links.
The exam will assess proficiency in the program contents and mastery of the skills described in the course goals through questions on the course contents as well as on the discussion of activities or materials provided or created during the course.
Attendees will be offered the possibility of a written exam, consisting of open-ended questions on the course contents. Enrollment and evaluation will be managed through Moodle. Verbalizazion will be completed for the winter session.
Pivotal to the course is the construct of “Language Education” in the structurally plurilingual Italian school and pre-school context, and its application in order to foster both communicative and metalinguistic competence in pupils.
In this light, the following topics will be dealt with:
Some tenets of Human verbal Language (phonetics, phonology, morphology, typology); standard vs. variety (monolingualism vs. bilingualism; the learners’ varieties of L1 and L2 italian; neo-standard features of Italian);
Relationships among languages: a) in the classroom repertoire (language families; morphosyntactic types; writing systems); b) in the individual repertoire (crosslinguistic influences; BICS and CALP; the developmental interdependence hypothesis);
Paths to building competence: strategies and approaches for communicative proficiency and language awareness (acquisitional language teaching in L1 and L2; grammar teaching).
Should the course be provided via blended or distance education, the course syllabus and exams may be modified to meet the circumstances.