This course will address the growing, from about mid-thirteenth-century, of a new kind of poetry, focused on the analytical description of passion and of the physiological and psichological effects of love on the lover, on the praise of the beloved woman and of his ennobling power, and on man as a rational being. The beginnings and the various outcomes of this poetic manner, traditionally labelled as ‘stil novo’, will be investigated through a close reading of the oeuvre of the three main poets of Italian Duecento: Guido Guinizelli, Guido Cavalcanti, the young Dante Alighieri. Special attention will be paid: (1) to the philosophical knowledge that substantiates their poetry and to the intellectualistic character of their works; (2) to the dialogue that they established among themselves, with other poets (such as Guittone d’Arezzo and Bonagiunta da Lucca) and intellectuals.

Students will read in depth the following texts:

- texts by Guinizelli in "Poesie dello Stilnovo", a cura di Marco Berisso (Milano: Bur-Rizzoli, 2006), pp. 69-87.
- Guido Cavalcanti, "Rime", a cura di Roberto Rea e Giorgio Inglese (Roma: Carocci editore, 2011 and reprints).
- Dante Alighieri, "Vita nova", a cura di Stefano Carrai (Milano: BUR, 2009 and reprints).
- Enrico Fenzi, "La canzone d’amore di Guido Cavalcanti e i suoi antichi commenti" (Milano: Ledizioni, 2015, pp. 1-174; first Edition: Genova, Il melangolo, 1999).

On Moodle students will find some other texts discussed during lectures and the Power Point presentations that highlight some key-points.
Lessons of the 12 and 19 November, devoted to Cavalcanti and to the medical literature on the pathology of love, have been recorded and are available on Stream.

Further readings:

- R. Antonelli, «Cavalcanti o dell’interiorità», in «Critica del Testo» IV, 2001, 1. «Alle origini dell'io lirico. Cavalcanti o dell'interiorità» (2001), pp. 1–21 (available through Discovery).
- F. Bruni, «Semantica della sottigliezza» (1978), in Id., «Testi e chierici del medioevo» (Genova: Marietti, 1991), pp. 91–134.
- G. Gorni, «La Beatrice di Dante, dal tempo all’eterno», in D. Alighieri, «Vita Nova», a cura di L. C. Rossi (Milano: Mondadori, 1999), pp. V-LX.
- E. Pasquini, «Il “dolce stil novo”», in «Storia della letteratura italiana», a c. di Enrico Malato, vol. I. t. 2. «Prosa e poesia del Duecento. Dante» (Milano: Il Sole 24 ore, 2005), 649–721.

Students not attending lectures will also read:
- P. Borsa, «La nuova poesia di Guido Guinizelli» (Firenze: Cadmo, 2007).
They are strongly encouraged to get in touch with the teacher, in order to discuss the preparation of the exam.

The course will take place in the second semester and will be held by the Visiting Professor Marion Bendinelli, who will propose a series of lessons for 6 CFU aimed at investigating the contribution of automatic text processing - textométrie - to the practice of translation through the focus on semantic-thematic réseaux and terminology fields. The teacher will provide a corpus of texts with particular reference to the language of tourism and advertising.

M. Guidère, De la traduction publicitaire à la communication multilingue, « Meta », 3, 2009 ; URL : https://www.erudit.org/fr/revues/meta/2009-v54-n3-meta3474/038306ar/
- Traduire la publicité ou comment justifier ou argumenter ses choix de traduction, « Traduire. Revue française de traduction », 219, 2008, URL : https://journals.openedition.org/traduire/875
Salem André, 2004, « Introduction à la résonance textuelle », Actes du colloque JADT 2004, 986-992.
URL :http://lexicometrica.univ-paris3.fr/jadt/jadt2004/pdf/JADT_096.pdf.
Zimina Maria, 2004, « Exploration textométrique de corpus de traduction », Meta – Journal des traducteurs, 50/4.
URL :https://www.erudit.org/fr/revues/meta/2005-v50-n4-meta1024/019925ar/

Further bibliographic material will be indicated by the Visiting Professor at the beginning of the course.

The course aims at deepening the knowledge related to the teaching of L2 Italian, as well as the current trends in educational linguistics, with special focus on language education from a plurilingual and intercomprehension perspective.
It will also focus on the study of the ability of written comprehension (reading) in a second language and will promote the skills of designing instructional activities and the analysis of teaching tools to be used both in in-person and in digital environments.

Book:
FIORENZA E. (2020). Strategie di lettura nella didattica plurilingue. Caissa Italia.

Some chapters from:
CORTÉS VELÁSQUEZ, D., FAONE, S., NUZZO, E. (2017). Analizzare i manuali per l’insegnamento delle lingue: strumenti per una glottodidattica applicata. Italiano LinguaDue, 2, 1-73.

Course packets provided by the professor.

Master’s degree course – HISTORY OF CONTEMPORARY ITALY

Italy: from the birth of the democratic republic to today

This course is organised on different levels. The basic level will focus on the following topics: the Economic Miracle and the “Great Transformation” (with changes in society and mores) and the long-standing roots of anti-politics and populism, from the Movimento dell’Uomo Qualunque (the Common Man’s Movement) up to the recent ascent of populist movements like the League and the Five Star Movement.

This part of the course lays the foundation for both Module 1 and 2. Each module will then provide a more in-depth look at some topics.

In Module I, the following topics will be analysed: The Republic, the “Movimento dell’Uomo Qualunque” (The Common Man’s Movement), The mass-parties, the large-scale transformations during the sixties and the change in mores, the important changes in women’s conditions, the 1968 protest, the hot autumn of 1969, civil rights movements, the Piazza Fontana bombing and the “Strategy of Tension”, the political-economic crisis, armed struggle and political violence, the Movement of 1977, the “Historic Compromise”, the Case of Aldo Moro, changes in collective ethos, the advent of commercial TV, the emergence of the politics of spectacle, the foundations and development of the eighties. T34he crisis of the so-called “First Republic”, the collapse of the party system with “Tangentopoli”, Berlusconi’s rise to power and “Berlusconism”, the choice to become part of the Eurozone, the reasons why “Berlusconism” was successful and then why it began to decline between Liberalism and Populism, the 2008-2009 financial crisis, the emergence of the Five Star Movement and the League.


Within this framework, students may choose to more closely examine one of the following topics: changes in the condition of women and the feminist movement, the strategy of tension and the parliamentary and extra-parliamentary right, the Red Brigades and the kidnapping of Aldo Moro.

Module 2 furthers the reflections already developed in Module 1 by picking up where they left off and expanding on them, placing them within the broader context of the events of recent years. Therefore, we will look more closely at the Movimento dell’Uomo Qualunque (the Common Man’s Movement) and “Berlusconismo”.


BASIC TEXTS for both Module 1 and Module 2:

Umberto Gentiloni, “Storia dell’Italia Contemporanea”, Il Mulino

Marco Tarchi, “L’Italia populista. Dal Qualunquismo a Beppe Grillo”, Il Mulino


This common foundation is then divided into 2 modules, each worth 6 university credits.

Students who need to earn 6 university credits must do Module 1, in addition to the shared foundation part of the course.
Students who need to earn 12 university credits must do both Module 1 and 2, in addition to the shared foundation part of the course.

MODULE 1 (6 university credits):

In Module 1, after the required reading, students may choose one of the following topics for further study:

a) The condition of women and the women’s movement
- Perry Wilson, Italiane. Biografia del Novecento, Laterza (from Chapter 7 to the end)
- Fiamma Lussana, Il Movimento femminista in Italia, Carocci (whole book)

b) The right and the strategy of tension
- Davide Conti, L’Anima nera della repubblica, Laterza

c) The Red Brigades and the case of Aldo Moro
- Agostino Giovagnoli, Il Caso Moro, Il Mulino


MODULE 2 (6 university credits)


In Module 2, after the required reading, students may choose one of the following for further study:

a) Maurizio Cocco, Qualunquismo. Una storia politica e culturale dell’Uomo Qualunque, Le Monnier.

b) Giovanni Orsina, Il Berlusconismo nella storia d’Italia, Marsilio.

BASIC TEXTS for both Module 1 and Module 2:

Umberto Gentiloni, “Storia dell’Italia Contemporanea”, Il Mulino

Marco Tarchi, “L’Italia populista. Dal Qualunquismo a Beppe Grillo”, Il Mulino


This common foundation is then divided into 2 modules, each worth 6 university credits.

Students who need to earn 6 university credits must do Module 1, in addition to the shared foundation part of the course.
Students who need to earn 12 university credits must do both Module 1 and 2, in addition to the shared foundation part of the course.

MODULE 1 (6 university credits):

In Module 1, after the required reading, students may choose one of the following topics for further study:

a) The condition of women and the women’s movement
- Perry Wilson, Italiane. Biografia del Novecento, Laterza (from Chapter 7 to the end)
- Fiamma Lussana, Il Movimento femminista in Italia, Carocci (whole book)

b) The right and the strategy of tension
- Davide Conti, L’Anima nera della repubblica, Laterza

c) The Red Brigades and the case of Aldo Moro
- Agostino Giovagnoli, Il Caso Moro, Il Mulino


MODULE 2 (6 university credits)


In Module 2, after the required reading, students may choose one of the following for further study:

a) Maurizio Cocco, Qualunquismo. Una storia politica e culturale dell’Uomo Qualunque, Le Monnier.

b) Giovanni Orsina, Il Berlusconismo nella storia d’Italia, Marsilio.

The course intends to present the main conceptual nodes that innervate the so-called Philosophies of Habit, that is the philosophical reflections on habit from modernity onwards, with particular attention to the development that this theme assumes especially from the nineteenth century, also in correlation with others issues that affect the debate between philosophy and psychology, such as madness and certain developments in neurophysiology, given that the debate on habit has rediscovered its vivacity in contemporary cognitive sciences.The first teaching unit (3 CFU) will be reserved for an overview of the philosophies of habit by Aristotle until the middle of the nineteenth century. The second teaching unit (3 CFU) will focus on the following philosophies of habit, with particular attention to the debate of the late nineteenth century, influenced by the evolutionary paradigm, thanks also to the reading and commentary of passages from the texts of Léon Dumont (1876) and William James (1887) on habit.

Unit 1:
1. Marco Piazza, Creature dell’abitudine. Abito, costume, seconda natura da Aristotele alle scienze cognitive, Bologna, Il Mulino, 2018
2. Denise Vincenti, Abitudine e follia. Studi di storia della filosofia e della psicologia, Milan, Mimesis, 2019
Unit 2:
3. Léon Dumont, L'abitudine, ed. by D. Vincenti, Milan, Mimesis, 2020
4. William James, Le leggi dell’abitudine, ed, by D. Vincenti, Milan, Mimesis, 2019 - original English text available online at the URL = https://archive.org/details/popularsciencemo30newy/page/n449
5. Goodman, Russell, "William James", The Stanford Encyclopedia of Philosophy (Winter 2017 Edition), Edward N. Zalta (ed.), URL = https://plato.stanford.edu/archives/win2017/entries/james/

Poesia e cultura dei trovatori: alle origini della letteratura romanza
Il corso presenterà, a partire dalla lettura analitica di alcuni brani rappresentativi dei principali generi della letteratura delle origini, l’emergere e il consolidarsi, nel Medioevo romanzo, dei valori insieme etici, estetici e letterari della cortesia. Sarà messa in luce la fondamentale importanza di questa stagione culturale per l'evoluzione della letteratura nell'Europa romanza del Due- e Trecento, seguendo la ripresa e la rielaborazione di alcuni motivi, topoi e ideali cortesi, dalla lirica siciliana fino ai capolavori di Dante e Petrarca.

Testi:
- Jaufre Rudel, L’amore di lontano, a cura di G. Chiarini, Roma, Carocci, 2013;
- Bernart de Ventadorn, Canzoni, a cura di M. Mancini, Roma, Carocci, 2003;
- Dante Alighieri, Vita nuova, a cura di S. Carrai, BUR, 2009;
- Giovanni Boccaccio – Francesco Petrarca, Griselda, a cura di L.C. Rossi, Palermo, Sellerio, 1990.
Ulteriori testi saranno messi a disposizione durante le lezioni.

AIMS:
Acquiring adequate theoretical and technical knowledge regarding the common and distinctive elements that characterize bibliography and librarianship, the related areas of expertise and lines of development (including the digital one), with particular regard to:
1) design and compilation of bibliographies;
2) organization, management, evaluation and promotion of libraries in Italy;
3) evolution and use of document processing technologies (for both bibliographic and librarianship purposes);
4) history of printing and publishing (including digital).
By the end of the course, students will acquire the ability to apply the knowledge learned for bibliographic processing and understood the management problems of a library, the implications of the use of information and communication technologies in the two disciplinary fields, as well as in the editorial one.

STRUCTURE:

3 MODULES: 1) Information and Media Literacy; 2) Bibliography; 3) Library science, with final assessment for each module.

MODULE 1 (October): "Find your way in the docuverse for academic purposes".
The first module is an introductory one and offers an overview of the information complexity, the "document", the importance of acquiring information literacy and the role of libraries and librarians in this process. Furthermore, the module introduces the student to the search for information for the purpose of the final paper, to the different types of theses and to academic writing at the master's degree level.

MODULE 2 (November): Bibliography.
The second module:
- examines the definitions of bibliography; illustrates the historical evolution of the bibliography and the disciplines of the book and document (history, diplomatic, archival);
- addresses information complexity and focuses on digital information and the tools to access it (catalog, discovery tools, databases, etc.);
- deepens the metamorphosis of the book (digital book, Google books, etc.), of the text, of reading and of scientific communication, as well as the relationship between bibliography and the web;
- provides for practical exercises in bibliographic research, with compilation of bibliographic citations according to various citation styles - eg. APA, MLA, Chicago / Turabian etc. - starting from the "bibliographic chain".

MODULE 3 (December month): Librarianship.
The third module
- examines the definitions of librarianship;
- presents the areas of competence;
- outlines the historical aspects (history of the library with notes on the history of the book); types of libraries (state, university, public, etc.);
- faces the library as a complex system: organization, planning, management and evaluation; development of physical and digital collections; organization of physical and virtual spaces functional to learning through resources.

1) Luisa Marquardt, Orientarsi tra le informazioni (dispensa su Moodle).
2) Maurizio Vivarelli, Le dimensioni della bibliografia: scrivere di libri al tempo della rete, Roma : Carocci, 2013. ISBN 9788843069088.
3) Frédéric Barbier, Storia delle biblioteche: dall’antichità a oggi, Milano: Editrice Bibliografica, 2016. ISBN 9788870759020.
4) Carlo Bianchini, I fondamenti della biblioteconomia: attualità del pensiero di S.R. Ranganathan, Milano: Editrice Bibliografica, 2015. ISBN 9788870758566.

Codicology
The course aims to address the study of the characteristics of manuscripts, Latin and Greek, with particular regard to their value for philological and historical-cultural studies. In this regard, the external characteristics of the manuscript will be examined (material techniques for preparing the book as a physical object, ways and means of production, with regard to the professional figures involved in the production process), as well as the cultural landscape of the times and places of origin of the manuscript books. An in-depth study will be devoted to the methods and problems of description of the late medieval codices. This course will include both the examination of reproductions of manuscripts, in paper and electronic format, and the direct examination of manuscripts and writing materials, through visits to archives and libraries.

The final exam will include the knowledge of the material provided during lessons and the discussion of one subject which the student will decide to study in depth. In addition students are required to study the following texts:
• M. Maniaci, Breve storia del libro manoscritto, Roma, Carocci, 2019;
• M. L. Agati, Il libro manoscritto da Oriente a Occidente. Per una codicologia comparata, L’Erma di Bretschneider, Roma 2009 (a selection of chapters);
• M. Cursi, Le forme del libro. Dalla tavoletta cerata all’e-book, Il Mulino, Bologna 2016, cap. III (pp. 97-160);
• Two articles among those presented during the course.

The course aimes to introduce students to the reading of the whole Scienza nuova, focusing expecially on the relevance of the work for the aesthetic thought.

Giambattista Vico, The New Science (Principi di Scienza nuova d'intorno alla comune natura delle nazioni (1744). Many italian editions are available.
Leonardo Amoroso Introduzione alla Scienza nuova di Vico, Pisa, ETS

The course aims to propose an artistic path in French cinema of the 30s: tendencies, authors, and the most significant films. Between avant-garde and realism: the experience of Jean Vigo. Literature, cinema, society in Front Populaire's France. The label of "poetic realism". The major films by Clair, Renoir, Carné, Duvivier, Grémillon.

TEXTS:
Giorgio Tinazzi (edited by), Il cinema francese attraverso i film, Carocci, Roma 2011 (pp. 9-113);
André Bazin, Jean Renoir, Mimesis, Milano-Udine, 2012 (ebook edition 2018);
Giacomo Ravesi, L’Atalante (Jean Vigo, 1934). Immagini del desiderio, Mimesis, Milano-Udine, 2016.
A selection of texts, edited by the teacher, available at the beginning of the course at the photocopy shop of via G. Rocco 11. The copy shop carries out shipments throughout Italy. For information: copylp2009@gmail.com or 06.5759751.

For non-attending students: Denis Brotto, Jean Vigo. Opera completa, Mimesis, Milano-Udine, 2018.

FILMOGRAPHY:
Germaine Dulac: La coquille et le clergyman (1928).
Jean Vigo: À propos de Nice (A proposito di Nizza, 1930); Taris, roi de l’eau (Taris, o del nuoto, 1931); Zéro de conduite (Zero in condotta, 1933); L’Atalante (1934).
René Clair: Sous les toits de Paris (Sotto i tetti di Parigi, 1930); Quatorze Juillet (Per le vie di Parigi, 1933).
Jean Renoir: Boudu sauvé des eaux (Boudu salvato dalle acque, 1932); Toni (1935); Une partie de campagne (La scampagnata, 1936); La Règle du jeu (La regola del gioco, 1939).
Julien Duvivier: Pépé le Moko (Il bandito della Casbah, 1936).
Marcel Carné: Le Quai des brumes (Il porto delle nebbie, 1938); Le Jour se lève (Alba tragica, 1939).
Jean Grémillon: Remorques (Tempesta, 1941).

Films will be shown in full or in part during lessons. Dvd copies will be available at the Biblioteca "Lino Miccichè", via Ostiense 139.

THE PROGRAM CONSISTS ON ANALYSIS, IN ITALIAN CULTURE OF '900, OF RELATIONSHIPS BETWEEN LITERATURE, DRAMA AND STAGE'S WORK.

Foreign students must speak with the teacher, if necessary.

The course aims to provide the necessary tools and skills for teaching Italian to non-native speakers, with particular attention to the school context. It will illustrate the learning/teaching contexts of Italian L1 and L2, the models of Italian, the relationship between teaching, norms and variation, the conditioning exercised by the educational tools and in particular the textbooks adopted in secondary school. At the end of the course students will learn about the relevant topics of L1 and L2 Italian didactics and the parameters useful for evaluating the effectiveness of a textbook.

Diadori, PIerangela / Palermo, Massimo / Troncarelli, Daniela (2015), Insegnare italiano come seconda lingua, Roma, Carocci.
De Roberto, Elisa (a cura di ) (2020). Fuori e dentro il libro di italiano. Grammatiche e antologie nella scuola secondaria, Firenze, Cesati.

On the basis of documents and contemporary testimonies to the different linguistic phenomena, the course will illustrate some aspects of linguistic communication in Latin, considered in its diachronic development (from protohistory to the Romance) and in its various registers (standard and informal). The reading and analysis of various texts regarding Latin technical-scientific and didactic literature is aimed at providing the tools to grasp the specificities of the historical evolution of the Latin language and to identify its morphosyntactic and stylistic peculiarities. For this purpose the course consists of:
(1) A number of lessons minded in particular to offer an overview of the history of the Latin language from its origins up to the 6th century A.D., through the reconstruction of its evolution in the dimension of language of everyday use and literary language;
(2) Setting, reading, italian translation and commentary of texts included in Latin technical-scientific (by Cato, Varro, Celsus, Apicius, Vitruvius, Mela, Seneca, Plinius senior, Frontinis, Vegetius) and didactic literature (by Virgilius, Anonymous of Aetna, Columella, Grattius, Nemesianus).

Point 1:
- (a) I. Mazzini, Storia della lingua latina e del suo contesto. Linguistica e lingua letteraria, Vol. 1, Roma, Salerno Editrice, 2007.
- (b) Further bibliography and tools about the texts in the syllabus will be given during the course, and made available on line at the url of the course.

Point 2:
- (a) P. Parroni, La poesia del mondo naturale, in A. Fusi-A. Luceri-P. Parroni-G. Piras (a cura di), Lo Spazio Letterario di Roma antica, vol. VI (I Testi. 1 – Poesia), Roma, Salerno Editrice, 2009, pp. 214-279.
- (b) A. Luceri-P. Parroni-G. Piras, La letteratura tecnico-scientifica ed erudita, in A. Fusi-A. Luceri-P. Parroni-G. Piras (a cura di), Lo Spazio Letterario di Roma antica, vol. VII (I Testi. 2 – Prosa), Roma, Salerno Editrice, 2012, pp. 597-798.


Non-attending students will integrate the program with the individual study of the following text:

- Elena Malaspina, La comunicazione linguistica in latino. Testimonianze e documenti, Seconda edizione riveduta e ampliata con la collaborazione di Ermanno Malaspina, Alessandria, Ediz. dell’Orso, 2014.

The epistolaries of humanists. The course intends to deepen the development of epistolary production, starting from the rebirth of the genre by Petrarch and from the new relationship established therewith correspondents, formed in a friendly and intellectual network, to continue with the epistolaries of humanism (Coluccio Salutati, Leonardo Bruni, Poggio Bracciolini and others) until the sixteenth-century refoundation with the Letters of Pietro Aretino, the first example of a vulgar epistolary, and the letters of Bembo with their complex textual architecture.

F. Petrarca, Familiarum rerum libri, e Sine nomine, in any edition, also on line.
Selected passages from the letters of Coluccio Salutati, P. Aretino, P. Bembo and others, available on line, will be indicated during the course.

The course will focus on wonders and monsters in medieval and Renaissance literature, from Marco Polo to Torquato Tasso. Moreover, motifs in Encyclopedic texts, travel writings, and strictly literary texts will be examined and discussed.

Bibliography:

Required Text Books (1, 2):
1. Primary Works: Course lecture notes, provided by the professor (Files shared in Microsoft Teams);
2. Criticism (files provided by the professor and shared in Microsoft Teams):
a) F. Cardini, I viaggi immaginari, in Viaggiare nel Medioevo, a cura di S. Gensini, Roma-Pisa, Ministero per i Beni e le Attività culturali-Pacini, 2000, pp. 493-516;
b) G.R. Cardona, I viaggi e le scoperte, in Letteratura italiana, vol. V: Le questioni, Torino, Einaudi, 1986, pp. 687-716;
c) M. Ciccuto, Le meraviglie d’Oriente nelle enciclopedie illustrate del Medioevo, in L’enciclopedismo medievale. Atti del Convegno «L’enciclopedismo medievale». San Gimignano, 8-10 ottobre 1992, a cura di M. Picone, Ravenna, Longo 1994, pp. 79-116;
d) G. Crimi, Mostri, menzogne e meraviglie nel ‘Bosadrello’ di Baldassarre da Fossombrone, in «Italique», XVI, 2013, pp. 155-191;
e) M. Fiorilla, I classici nel ‘Canzoniere’. Note di lettura e scrittura poetica in Petrarca, Roma-Padova, Antenore, 2012, pp. 82-105 (Testi geografici ed enciclopedici);
f) M. Masoero, I mostri nella letteratura della scoperta, in Disarmonia, bruttezza e bizzarria nel Rinascimento. Atti del VII Convegno Internazionale (Chianciano-Pienza, 17-20 luglio 1995), a cura di L. Secchi Tarugi, Firenze, Cesati, 1998, pp. 295-306;
g) R. Wittkower, Le meraviglie dell’Oriente: una ricerca sulla storia dei mostri, in Id., Allegoria e migrazione dei simboli, Torino, Einaudi, 1987, pp. 84-152;
h) Id., Marco Polo e la tradizione figurativa delle meraviglie dell’Oriente, ivi, pp. 153-187.

Additional readings for non-attending students. Students will choose one of the following books:

a) J. Baltrušaitis, Il Medioevo fantastico. Antichità ed esotismi nell’arte gotica, con un’introduzione di M. Oldoni, Milano, Adelphi, 2012;
b) G. Bossi, Immaginario di viaggio e immaginario utopico. Dal sogno del paradiso in terra al mito del buon selvaggio, Milano, Mimesis, 2003;
c) C.-C. Kappler, Demoni, mostri e meraviglie alla fine del Medioevo, a cura di F. Cardini, Milano, Jouvence, 2019;
d) J. Le Goff, Il meraviglioso e il quotidiano nell’occidente medievale, a cura di F. Maiello, Roma-Bari, Laterza, 2010;
e) Le meraviglie dell’India. Le meraviglie dell’Oriente, Lettera di Alessandro ad Aristotele, Lettera del Prete Gianni, in appendice i testi latini, traduzione e cura di G. Tardiola, Roma, Archivio Guido Izzi, 1991;
f) L. Montemagno Ciseri, Mostri: la storia e le storie, Roma, Carocci, 2018.

English as an International Language: Methodological and Didactic Issues is one of the characterizing modules of the programme. The course provides basic knowledge about the phenomena that have allowed the emergence of variant forms of English among native speakers, among the populations of the former British colonies, and finally among other international communities of speakers. The student is expected to develop a deeper awareness of the multifaceted nature of English as an international language, while using this language as a tool for work and metalinguistic reflection. Specific methodological skills related to the pedagogical implications of Global Englishes in the field of English language teaching will also be provided, including a critical reflection on the role of the teacher, the purpose of activity design, and different learning styles.
The student is expected to be able to: develop lesson plans for the teaching of English in an international context; communicate in written and oral form at an advanced level, including the acquisition of socio-cultural competence.

1. Nicola Galloway and Heath Rose, Introducing Global Englishes, London: Routledge, 2015. ISBN 978-0-415-83532-9

2. Enrico Grazzi, Trajectories of Change in English Language Teaching. An ELF-aware Approach, Trento: Gruppo Editoriale Tangram, 2018. ISBN 978-88-6458-178-1

The course has been designed for those students with no previous instruction in this field, thus, it aims at introducing the student to the fundamentals of the subject matter. During the course we will analyze the concepts of second language and interlanguage, the process of second language acquisition, and the factors that determine this process. With these topics as a starting point, we will focus on the critical analysis of the history of language teaching, with special attention to the communicative approach.

• Book: Andorno C., Valentini A. & Grassi R., Verso una nuova lingua. Capire l'acquisizione di L2, De Agostini - UTET, Novara, 2017.
• Course packets

An overview of some key issues in second language learning and teaching research, with particular reference to the way in which teaching can facilitate and speed up the natural process of language acquisition.
Focus. The characteristics of Task-based language teaching, aimed to harmonise teaching programme and learners' internal syllabus, will be discussed in detail.

1) Benati A., Key questions in language teaching, Cambridge University Press, 2020.

2) Cortés Velásquez D. & Nuzzo E. (a cura di), Il task nell’insegnamento delle lingue. Percorsi tra ricerca e didattica al CLA di Roma Tre, RomaTrE-Press, Roma, 2018 (contributi di Cortés Velásquez e Nuzzo; Borro).

3) Malicka et al. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), pp. 78-106.

Students will be introduced to the political crisis which ensued the death of Nero in 68 A.D. and the
following convulsions during the short reigns of Galba, Otho and Vitellius. It will be stressed how on
December 21 69 A.D. Vespasian’s position was officially confirmed by the Senate, but he remained quite
frank about the military origin of his rule. He dated his powers to July 1, when the troops had acclaimed
him, thus flouting constitutional precedent and contradicting even the behaviour of his rival Vitellius, who
had awaited confirmation by the Senate. Later Vespasian received by law a number of powers for which his
Julio-Claudian predecessors had not sought explicit sanction. .
A part of the course will be dedicated to the building developments of the period in Rome (domus
Transitoria and domus Aurea). There will two archaeologists' lessons in particular about the Transitoria
domus, which can now be visited.

G.Geraci-A. Marcone- Storia Romana (editio maior), Le Monnier Università,
Mondadori Education, Milano 2017.
G.Geraci-A. Marcone- Fonti per la storia romana, Le Monnier Università, Mondadori
Education, Milano 2019.
In Storia di Roma Einaudi ( A. Schiavone ed), vol. II, 2 “I principi e il mondo”,
Torino 1991, the papers of W. Eck, E. lo Cascio and Mario Pani.

Never as in recent years has Europe been at the center of public debate: for some the only lifeline against nationalisms and wars, for others the ultimate cause of all our problems and malaises, especially from an economic point of view. In the political discourse Europe is automatically identified with the community bodies; nevertheless, it is a concept which possesses an extraordinary historical depth, the knowledge of which imposes itself as an essential necessity in order to correctly insert the events of our continent in the framework of world history and also in order to avoid falling into clichés and generalizations deriving from the flattening of the perspective solely on the events of the last seventy years. The course aims to analyze the evolution of the notion of "Europe" over the very long period, by deepening on the one hand its role in global history (colonialism, decolonization, etc.), on the other the conceptualization of its internal articulations, and in particular the Mediterranean sector, traditional and fundamental area of ​​contact, communication and clash with the Arab and Ottoman world.

First unit: "History of Europe, World History" (6 ECTS)

Books:
Lucien Febvre, L’Europa. Storia di una civiltà, Roma, Donzelli.
Federico Chabod, Storia dell’Idea d’Europa, Roma-Bari, Laterza.
Serge Gruzinski, La macchina del tempo. Quando l’Europa ha iniziato a scrivere la storia del mondo, Milano, Raffaello Cortina Editore.

Second unit: "The Mediterranean: corsair wars, slavery, religious conversions"

Books:
Salvatore Bono, Guerre corsare nel Mediterraneo. Una storia di incursioni, arrembaggi, razzie, Bologna, Il Mulino.
Giovanna Fiume, Schiavitù mediterranee. Corsari, rinnegati e santi di età moderna, Milano, Mondadori.

Students not attending the course will have to study, for this unit, the following additional book:
Bruno Pomara Saverino, Rifugiati. I moriscos e l'Italia, Firenze, Firenze University Press, 2018 (Open Access, free download: https://www.fupress.com/catalogo/rifugiati/3516)

The course will mainly tackle the following topics: the origins of local diplomatic representation; Italian models; social careers and roles of ambassadors and apostolic nuncios; treaties on the diplomatic profession; critical investigation of diplomatic sources; duties and regulations of the diplomatic profession; the actual practices of diplomacy at work in modern-era historical contexts.

Exam texts
1) S. ANDRETTA, L’arte della prudenza. Teorie e prassi della diplomazia nell’Italia del XVI e XVII secolo, Biblink, Roma 2006.
2) 2) Esperienza e diplomazia. Saperi, pratiche culturali e azione diplomatica nell’età moderna (XV-XVIII secc.)- Expérience et diplomatie. Savoirs, pratiques culturelles et action diplomatique à l’époque moderne (XV-XVIIIe siècle), a cura di S. Andretta, Lucien Bély, Alexander Koller, Géraud Poumarède (Introduction and 8 essays chosen by the student), Roma, Viella, 2020

Non-attending students must study in addition to the texts indicated above:
G. ALONGE, Ambasciatori. Diplomazia e politica nella Venezia del Rinascimento, Donzelli, Roma 2019
or as an alternative the book:
E. PLEBANI, E.VALERI, P.VOLPINI, Diplomazie. Linguaggi, negoziati e ambasciatori far XV e XVI secolo, ( a cura di), Franco Angeli, Milano 2017

The course is an introduction to pragmatics; it presents a vision of language as action. First, it focuses on some fundamental notions developed in philosophy of language, within the speech act theory. Secondly, it takes into consideration the study of discursive and interactional activities, by presenting some authors and theories, from linguistics and sociology, that, since the 1960s, have investigated the use of language in interaction.

Selected chapters from:
Caffi, C. (2009). Pragmatica. Sei lezioni. Roma: Carocci editore.
Fele, G. (2007). L'analisi della conversazione. Bologna: il Mulino.

During the course, students will find, on the Moodle platform, selected readings on specific topics, notions and authors.

"Cena Trimalchionis": critical framework, integral reading in latin, translation and commentary of chapters 26.7 to 78.8 of Petronius’ Satyricon: form and meaning of a unicum in the Latin literary tradition.

In the case of an extension of the health emergency from COVID-19, all the provisions that regulate the ways of carrying out the teaching activities and student assessment will be implemented. In particular as regards lessons and the dissemination of teaching materials, Moodle and/or Teams platforms will be used.

- G.F. Gianotti, La cena di Trimalchione. Dal “Satyricon” di Petronio, Acireale-Roma (Bonanno Editore); as a reference text for the entire novel: Petronio Arbitro, Satyricon. Introduzione, traduzione e note di A. Aragosti, Milano (ed. BUR).

- Further readings and materials relating to the text in the program will be indicated during the course and / or be made available on line at the url of the course.

The aim of the course is to explore, in an interdisciplinary perspective, the relationship between literature and new media from the 1950s to the present. In this period there was the diffusion of new technologies that have revolutionized literary communication systems.

Bibliography:
«Come il mare, come il tempo». Il Premio Viareggio-Rèpaci in versi. 1946-2019, a cura di Monica Venturini, Aragno, 2020.
Critical essays:
Benvenuti Giuliana, Ceserani Remo, La letteratura nell’età globale, Bologna, Il Mulino, 2012
C. Melani-M. Venturini, Ecce Video. Tv e letteratura dagli anni Ottanta a oggi. Firenze, Cesati, 2018
Mondello Elisabetta, Il noir degli anni Zero. Uno sguardo sulla narrativa italiana del terzo millennio, Roma, Giulio Perrone, 2015
Per amore del mondo. I discorsi politici dei premi Nobel per la letteratura, a cura di D. Padoan, Bompiani, 2018
S. Petrocchi (a cura di), Strega. Un premio che nessuno ha ancora immaginato, Rizzoli, 2017.
Serkowska Hanna (a cura di), Finzione, cronaca, realtà. Scambi, intrecci e prospettive nella narrativa italiana contemporanea, Massa, Transeuropa, 2011.
G. Sobrino-F. R. de’ Angelis, Storie del Premio Viareggio, Mauro Pagliai, 2008
Enrico Tiozzo, La letteratura italiana e il premio Nobel. Storia critica e documenti, Olschki, 2009.
Authors: Alberto Moravia, Pier Paolo Pasolini, Natalia Ginzburg, Maria Bellonci, Carlo Emilio Gadda, Umberto Eco, Dacia Maraini, Melania Mazzucco, Anna Maria Ortese, Sandro Veronesi, Antonio Scurati, Francesco Piccolo, Nicola Lagioia, Antonio Tabucchi, Francesca Sanvitale, Oriana Fallaci, Roberto Saviano.