Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.
At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively.
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.
At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively.
teacher profile teaching materials
Ataliba T. de Castilho (2010), Gramática do Português brasileiro, São Paulo, Contexto, pp. 197-224.
Fundação Calouste Gulbenkian (2013), Gramática do Português - Volume I, Gulbenkian, Lisboa, pp. 67-178.
De Carlo M. (a cura di) (2011), Intercomprensione e educazione al plurilinguismo, Porto S. Elpidio, Wizarts editore.
Gonçalves, Perpétua (2010), A génese do Português de Moçambique, Lisboa, Imprensa Nacional-Casa da Moeda, pp. 13-62.
Pippa, S. (2017), “Do português para italiano: aprender a ler e compreender o texto com Eurom5”, in De volta ao futuro da língua portuguesa - Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa (8-11/10/2015), Lecce, SIBA Università del Salento, pp. 4653-4664.
Pippa, S. (2018), “Em direção à língua ‘autêntica’: a variação linguística na didática do português brasileiro na Itália”, Rivista di Studi portoghesi e brasiliani, XIX, pp. 117-125.
Pippa, S. (2018), “Intercompreensão escrita e línguas especializadas: as vantagens das homogeneidades e os desafios das variações”. In (a cura di) Marianne Hepp
Martina Nied Curcio, Educazione plurilingue: ricerca, didattica e politiche linguistiche, Roma, Istituto Italiano Studi Germanici, pp.167-177.
Programme
The student will acquire advanced language and communication skills in written and oral production in Portuguese through the development of an in-depth knowledge of the phenomena of language variation at the diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the multiple proximities that characterize the relationship with the Spanish language and, in general, the link with the common Romance matrix at various linguistic levels will be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed, exploiting the applications of Intercomprehension in teaching for schools of various levels. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for training in the teaching of Italian as a foreign language.Core Documentation
Bonvino, E., Pippa, S. (2015), “Il portoghese e l’intercomprensione nella didattica della traduzione verso l’italiano”, Repères-Dorif, http://www.dorif.it/ezine/ezine_articles.php?art_id=249Ataliba T. de Castilho (2010), Gramática do Português brasileiro, São Paulo, Contexto, pp. 197-224.
Fundação Calouste Gulbenkian (2013), Gramática do Português - Volume I, Gulbenkian, Lisboa, pp. 67-178.
De Carlo M. (a cura di) (2011), Intercomprensione e educazione al plurilinguismo, Porto S. Elpidio, Wizarts editore.
Gonçalves, Perpétua (2010), A génese do Português de Moçambique, Lisboa, Imprensa Nacional-Casa da Moeda, pp. 13-62.
Pippa, S. (2017), “Do português para italiano: aprender a ler e compreender o texto com Eurom5”, in De volta ao futuro da língua portuguesa - Atas do V SIMELP - Simpósio Mundial de Estudos de Língua Portuguesa (8-11/10/2015), Lecce, SIBA Università del Salento, pp. 4653-4664.
Pippa, S. (2018), “Em direção à língua ‘autêntica’: a variação linguística na didática do português brasileiro na Itália”, Rivista di Studi portoghesi e brasiliani, XIX, pp. 117-125.
Pippa, S. (2018), “Intercompreensão escrita e línguas especializadas: as vantagens das homogeneidades e os desafios das variações”. In (a cura di) Marianne Hepp
Martina Nied Curcio, Educazione plurilingue: ricerca, didattica e politiche linguistiche, Roma, Istituto Italiano Studi Germanici, pp.167-177.
Type of delivery of the course
Lectures and workshopsType of evaluation
Preparation of a theoretical-practical dossier on a specialist subject assigned by the teacher.