| CODE | LHI5006 | ||||||||
| TITLE | Nozioni di grammatica per la didattica dell' italiano | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | The study-unit shall be divided in 2 parts: the theoretical part and the practical part. In the first part of the unit, the participants will be given a sound theoretical background of the basic linguistic structures and grammar content present in the Italian syllabus for Middle and Secondary Schools and that they will be expected to teach in class once they become teachers of Italian. In the second part of the unit participants will be asked to contextualise grammar structures and make them relevant and practical to the students' everyday needs. It is of fundamental importance that teachers become more "language aware". Being language aware means understanding the possible challenges that language presents to learning. These challenges might arise because of linguistic interferences from other languages a student has already mastered or it might be that a student comes across certain structures for the first time. A teacher who is "language aware" understands why students face these difficulties and what can be done to support them. Furthermore, future teachers of languages need to understand how language structures can help students communicate better, be it in a written or verbal manner, and make sure that language isn't a barrier to future learning. Study-Unit Aims: The main aim of this unit is to analyse in detail the main linguistic structures and grammar content present in the Italian syllabus for Middle and Secondary Schools. Another aim of the unit is to discuss various ways in which such structures and content can be presented to students in class in a contextualised and motivating manner. The study-unit also aims to introduce the participants to important practice and research in the teaching of language content within a communicative approach for the productive skills (speaking and writing) as well as for the receptive skills (reading and listening). The participants will be given the specific knowledge and skills necessary in two domains, mainly expertise in understanding the challenges encountered by teenage sudents when learning new grammar structures in class and familiarization with the practices that can be implemented to help students overcome such challenges. Another aim of the unit is to explore how language structures can help students communicate better, be it in a written or verbal manner, and make sure that such structures do not become a barrier to future learning of the language. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - analyse the difference between the various language structures of the Italian language within the context of a class situation. - analyse the difference between learning a particular language structure and teaching it to teenage students. - analyse better how language structures can help students communicate better both in a written as well as in a spoken manner. - identify the characteristics of the various language forms that are to be taught in a class situation. - recognize and internalize the content of that domain. - demonstrate knowledge of different ways of presenting language structures in various classroom contexts. - formulate a sound theoretical basis of the basic linguistic structures that are necessary to help students obtain language proficiency. - define the relationship between theory and practice in the teaching of grammar of foreign languages 2. Skills: By the end of the study-unit the student will be able to: - develop adequate class based linguistic tasks for the receptive skills. - develop adequate class based linguistic tasks for the productive skills. - explore and evaluate ways in which language structures and grammar content can be used for didactic purposes. - formulate tasks, exercises and activities to help students master the various language skills. - decide which language skills are most needed to help students improve their proficiency in the language. - demonstrate and evaluate, within the context of a class situation, the use of appropriate tools for the teaching and learning of language skills. Main Text/s and any supplementary readings: Main Texts: - Patota, G. (2006). Grammatica di riferimento dell'italiano contemporaneo. Garzanti linguistica. (Available at JC library). - Diadori, P., Semplici, S., Troncarelli, D. (2020). Didattica di base dell'italiano L2. Carocci Editore. (Not available) - Balboni, P. (2014). Didattica dell'italiano come lingua seconda e straniera. Bonacci Editore. (Available) - Nocchi, S. (2014). Nuova grammatica pratica della lingua italiana. Alma Edizioni. (Not available). |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first cycle degree (70 ECTS) in Italian | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Mario Pace |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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