Università Roma Tre

The course is divided into two parts. In the first part, through methods and tools of textual linguistics, the course considers the problems linked to the relationship between linguistic education and literary education and to the didactics of text analysis and production. The digital revolution has in fact brought about a change in the reception and production of texts, but also the imposition of a different textuality. In such a scenario, the Italian language teacher is called upon, on the one hand, to deal with these new products and to introduce them into his or her teaching, but must also know how to provide learners with the appropriate tools to receive and produce "traditional" textual products and to approach the literary text. Particular attention is also given to the dimension of interculture and plurilingualism: strategies and phenomena will be addressed from the perspective of teaching Italian as L1 and as L2. The second part of the course is dedicated to syntax and to an approach capable of bringing the sentence back to the centre of linguistic analysis and teaching, in its role of formal grammatical structure but also of conceptual structure of meaning. Such a perspective - which also recovers the relational dimension of the lexicon - is then put into concrete teaching practice through a series of examples that will show its usefulness in teaching L1 and L2 learners. On the basis of the case studies, students will be asked to develop teaching activities concerning the categories covered by the course.

Lavinio, Cristina, Testi a scuola. Tra lingua e letteratura, Firenze, Cesati, 2021.
Palermo, Massimo, Italiano scritto 2.0. Testi e ipertesti, Roma, Carocci, 2017.
Prandi, Michele/Cuzzolin, Pierluigi / Grandi, Nicola /Napoli, Maria, Orizzonti della linguistica. Grammatica, tipologia, mutamento, Roma, Carocci, 2021.
Dispense fornite dal docente.