Learning objectives
At the end of the course, students will have acquired the knowledge related to an intersemiotic study of Italian literature as well as competences to make use of it in teaching in inclusive and accessible ways.
KNOWLEDGE AND UNDERSTANDING
Students will develop knowledge of theories underpinning the notion of intersemiotic translation and of relevant cases studies of intersemiotic translation in Italian literature. Thanks to this focus on both theory and practice, students will understand in particular the importance of intersemiotic translation for teaching a language through a CLIL approach.
APPLYING KNOWLEDGE AND UNDERSTANDING
Students will be able to apply knowledge about intersemiotic translation to the study of literature as well as to create teaching activities in line with the requirements of a CLIL approach.
MAKING JUDGMENTS
Students will be able to discuss the strengths and the possible weaknesses of the proposed teaching method, to identify and solve problems as well as to suggest improvements.
COMMUNICATION SKILLS
Thanks to the focus on class interaction, students will be able to develop their ability to speak before an audience both by giving presentations and by providing feedback to their peers.
LEARNING SKILLS
Intersemiotic Italian Studies is a course that moves from theory to practice, from the study of literature to language teaching through a CLIL approach. Thanks to this structure, students will develop learning skills useful for their training as perspective language teachers, focusing in particular on the transfer of theoretical knowledge into the teaching practice.
Prerequisites
None
Course unit content
Literacy, Literature, and Language Teaching
Disciplines such as Translation Studies, Comparative Literature, Semiotics and Literary Theory among others have argued in recent decades for a revision of the traditionally hierarchical relationship between texts and their translations as well as their adaptations. Such innovative approaches have made it possible to overcome the idea of granting epistemological privilege to the original text over its translations and adaptations. However, these new approaches have not always resulted in new teaching methods allowing to effectively bridge the gap between language and literature courses.
This course intends to demonstrate the principle that innovative research leads to innovative teaching, aiming in particular to enhance the didactic use of intersemiotic translations to facilitate the accessibility to literary texts and to favor a plurality of strategies in the approach to reading and interpretation in order to introduce literary texts at all levels of language learning.
The course will offer an overview of some of the key theoretical issues in intersemiotic translation (Part 1) and subsequently a series of interactive lessons (Part 2) dedicated to selected examples of teaching activities that make use of an intersemiotic approach to Italian literature. Finally, following a "flipped learning model", students will have the opportunity to put the principles they learned into practice by proposing examples of teaching activities based on texts of their choice (to be arranged with the instructor) which will then be discussed in class (Part 3).
Full programme
The detailed syllabus will be available by the end of the course on the Elly 2023/2024 platform.
Bibliography
Students are required to study the following book:
KERN, R. [2000], Literacy and Language Teaching, Oxford, Oxford University Press.
All further readings (both mandatory and optional) will be available on the Elly 2023/2024 platform.
Teaching methods
The course consists of lectures (Part 1), interactive classes (Part 2), and workshops (Part 3). All classes and other teaching activities are held in English.
Students can follow lectures live or watch them recorded. All recorded classes will be available online for two weeks from the day in which they are held. Please note that, consisting of workshops, the third part of the course will make use of a “flipped learning model” that requires students to deliver their presentations live, whether in class or remotely. Moreover, especially in the case of interactive classes, students are expected to complete selected readings in advance and come prepared with questions and comments related to the readings.
Non-attending students are asked to prepare their presentations for the oral examination. In this case, students are required to arrange the topic of their presentations together with the instructor at least two weeks before the final exam.
Assessment methods and criteria
For attending students, the final grade is the result of the scores obtained as follows: class participation and interaction (20%), in-class presentation and follow-up discussion (30%), final oral examination (50%). For non-attending students, the final grade is the result of the scores obtained as follows: final presentation and follow-up discussion (30%), final oral examination (70%).
A fail is determined by a substantial lack of an understanding of the minimum content of the course, the inability to express oneself adequately (orally and/or in writing), by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30 is determined by the student’s understanding of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Moreover, a pass is due to only partial competence in applying the knowledge acquired.
Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
Other information
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