The course is aimed at acquiring the fundamental theoretical and methodological principles of Lingustica as a science of language and verbal language, outside of the superficial notion anchored to communicative practicality. The course is specifically aimed at the knowledge and understanding of:
- the main moments of the birth of the discipline and the main masters.
- the concept of linguistic variability and its applications in linguistic education.
- the language model (or models) and the standard concept.
- questions and problems concerning grammar in linguistic education.
- the scope of the textual dimension of linguistics.
- the linguistic and semiotic world of children.
- processes within which children acquire language skills that do not involve the loss of the possibility of investing the language of their own identity, of their affections, of the ability to share emotions, to play and create through them.
- fundamental moments and analysis of the language of children's literature and its role in the development of the new linguistic pedagogy.

Knowledge and understanding.
At the end of the course the student will have acquired the knowledge of the main moments of historical development of the discipline, with support to the main masters; will have to know the concepts of linguistic variability; must have understood the development of the problems related to the discipline in the passage from a normative grammar to a descriptive grammar; will have to know how to recognize the most important concepts and acquisitions of text linguistics; must demonstrate the acquisition of the four canonical abilities (speaking, listening, reading, writing) and must also demonstrate the ability to put these abilities at the service of the linguistic education of the child.

Applied knowledge and understanding.
At the end of the course the student must demonstrate the ability to:

- observe the grammar in action in different text types;
- recognize the expressive strategies in place in the narrative texts;
- being able to speak in the language, using every resource available to inhabit it, cognitive, imaginative, and experiential;
- know how to bend over the linguistic and semiotic world of children;
- know how to use the illustrated books in a language education that focuses on the growth of the child.

Autonomy of judgment.
At the end of the course, the student must demonstrate the aptitude for:

- recognize and evaluate the expressive characteristics in place in the variety of textual types, with particular attention to the use and fluctuation of verb tenses (in the narrative type);
- knowing how to do a text analysis;
- design and plan language education courses, including starting from illustrated books for children;
- knowing how to observe the child's language, appreciating its vitality and any heterogeneity.

Communication skills
At the end of the course, the student must have acquired:
- the ability to use language to express one's own cognitive, emotional and experiential experience in a rich, complete and diversified manner;
- the ability to analyze childish writing and verbally restrict the form of lexical and syntactical choices;
- the ability to recognize and discuss expressive language choices in words and images of an illustrated children's book;
- analyze any textual typology, arguing expressive choices and possible alternative choices;

Ability to learn
At the end of the course the student will have acquired a good autonomy in understanding and arguing the contents of the discipline; the ability to understand and evaluate a text in the properties of the individual linguistic choices; the ability to evaluate what is useful and what is not in the educational path that concerns the learning of the language, in order to always have clear educational and training objectives.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Course books

Maria G. Lo Duca, Italian language and linguistic education, Rome, Carocci Editore, 2013;

Roland Barthes, François Flahault, Parola, in Oral / written, Turin, Eianudi Encyclopedia, 1982.

Evelio Cabrejo-Parra, Language, literature and self-construction, in Henriette Zoughebi, Literature from the alphabet, Bologna, Giannino Stoppani, 2004.

Assessment

Learning assessment includes a written test consisting of a written paper consisting of three open-ended questions. The evaluation criteria are: level of formal correctness; relevance and effectiveness of the answers in relation to the contents of the program; adequacy of the disciplinary language used.
The final evaluation is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

Maria G. Lo Duca, Italian language and linguistic education, Rome, Carocci Editore, 2013;

Roland Barthes, François Flahault, Parola, in Oral / written, Turin, Eianudi Encyclopedia, 1982.

Evlio Cabrejo-Parra, Language, literature and self-construction, in Henriette Zoughebi, Literature from the alphabet, Bologna, Giannino Stoppani, 2004.

Marco Dallari, In an empty moon night, Trento, Erikson, 2008, pp. 7-52.

Assessment

Learning assessment includes a written test consisting of a written paper consisting of three open-ended questions. The evaluation criteria are: level of formal correctness; relevance and effectiveness of the answers in relation to the contents of the program; adequacy of the disciplinary language used.
The final evaluation is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.