|CREDITS||4 credits during the 4th year of 9322 TEACHER EDUCATION (LM-85 bis) GENOVA|
|SCIENTIFIC DISCIPLINARY SECTOR||L-FIL-LET/12|
|TEACHING LOCATION||GENOVA (TEACHER EDUCATION)|
|MODULES||This unit is a module of:|
The aim of the course is to provide essential elements for the acquisition of professional skills so as to support the language activities of the students by means of acquainted methodological guidelines, validated by educational research.
The course aims at investigating some significant areas in the field of the teaching of Italian language in nursery and primary school: the analysis of the activities of understanding and of oral production, the identification of didactic procedures suitable to promote them in appropriate forms and the language activities aimed at developing the skills acquired.
EDUCATIONAL OBJECTIVES The course aims to Develop knowledge and understanding skills to develop and / or apply original ideas, often in a research context To make students able to apply their knowledge, understanding and ability to solve new problems and issues, inserted in wider (or interdisciplinary) contexts related to teaching; Promote the ability to clearly and unambiguously communicate their conclusions, as well as the knowledge and rationale underlying them, to specialist and non-specialist interlocutors. Develop learning skills that allow them to continue studying mostly in a self-directed or autonomous way. LEARNING RESULTS. At the end of the course, students must demonstrate: - critical knowledge of the main models and tools of language education; - interpretation and contextualization of ministerial documents and specific linguistic competences deriving from the Italian language. - identify and describe the theoretical reference elements of the discipline to design a language learning path, identifying the essential elements that link theory and didactic choices; - develop autonomous proposals to support the acquisition of specialized languages as a specific learning objective. - present and critically comment on the theoretical aspects of reference; - reflect and plan a didactic action in relation to the processes of language acquisition and learning, according to the theoretical reference models; - expose and clearly communicate the disciplinary contents presented, using the specific language of the discipline. - be able to identify characteristics of the Italian language, specific linguistic phenomena, theoretical choices in relation to the didactic proposals; - know how to deepen and update the knowledge and skills acquired by applying them to concrete cases.
The aim is to outgrow the modulation on strictly divided lectures; To this regard, individual and group activities are scheduled to allow students to deal with the research of the educational procedures related to the issues analyzed
For primary school in-depth analysis of the different methods to learn reading and writing skills.
More emphasis will be given to procedures to enhance the technical skills of reading, comprehension and production of different texts; the examination of observation approach on sentence structure and vocabulary will also be part of the program.
As regards nursery school, the program includes the establishment of a multi-year course of phonological awareness, at first global, then analytical, through activities with words and sounds.
AA. VV., Laboratorio di lettura e scrittura, Erickson 2002
R. Cardarello, Storie facili e storie difficili, Junior 2004
Fabiana di Brazzà (a cura di), L’Italiano nello zaino, Carocci 2011
!L. A. Teruggi (a cura di), Percorsi di lingua scritta, Junior 2007 (solo la parte terza)
A. Colombo, Leggere, capire e non capire, Zanichelli 2002
P. Boscolo, La scrittura nella scuola dell’obbligo, Laterza 2002
A. Maglioni, N. Panzarasa, Le parole dentro di noi, Carocci,2005.
D. Bertocchi, G. Ravizza, L. Rovida, Metodi e strumenti per l’insegnamento e !l’apprendimento dell’Italiano, Edises 2014 (pp. 57 – 163) .
L.Serianni,G.Benedetti, Scritti sui banchi, Carocci, 2015.
L.Cisotto, Didattica del testo, Carocci, 2013.
G.Rodari, Grammatica della fantasia, Einaudi,2013.
E.Orsenna, La fabbrica delle parole, Salani ,2014.
A.Ciliberti, La grammatica:modelli per l'insegnamento, Carocci ,2015.
M.Palermo, Linguistica Italiana, Il mulino,2015.
V.Ujcich, Grammatica e fanfasia, Carocci Faber,2015.
V.Ujcich, Grammatica dei bambini:le parole, Carocci Faber, 2020.
L.Serianni G.Benedetti , Scritti sui banchi,Carocci,2015.
C. De Sanctis, Che cos'è la grammatica valenziale,Carocci,2016.
F.Rossi F.Ruggiano, Scrivere in Italiano, Carocci,2016.
A.Andreose,Nuove grammatiche dell'Italiano,Carocci,2017.
M.G. Lo Duca, Lingua Italiana ed Educazione Linguistica, Carocci,2017.
M.G. Lo Duca, Esperimenti grammaticale, Carocci, 2017.
A. Chiantera,E.Cocever, C.Giunta, Il laboratorio di scrittura a scuola,Carocci Faber,2017.
M.G. Lo Duca,Viaggio nella grammatica, Carocci 2018.
A.Capetti, A scuola con gli albi,Topopittori,2018.
C.Calliero, L.Cupi, Promuovere le competenze comunicative e sociali nella scuola primaria, Carocci Faber,2019.
D.Vedovato, V.Zanette, Grammatica dei bambibi: la frase, Carocci Faber 2021.
Among the proposed texts, which are all fundamental to deepen the various parts of the program, attending students will have to deepen two texts, non-attending students four.
PAOLO ZUBLENA (President)
LAURA CORNERO (President Substitute)
GLORIA JULIETA ZARCO (President Substitute)
Oral interview in order to assess not only knowledge but also the abilities to classify, to infer and to plan.
In-depth work, oral reports.