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.
Working and reworking the literary text is one of the characterising modules of the programme. It aims at consolidating the students’ ability to analyse and interpret literary texts in order to understand the ongoing changes in the Anglo-American canon. Classes focus on text analysis and the study of the ideological processes underlying both the dissemination and critical success of a literary work or genre. The module also allows students to further enhance their linguistic and communicative skills as well as their methodological competence in order to attain full critical awareness and autonomy.
At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply their knowledge and competence to the analysis of intertextual dynamics and translation processes.
Requirements: Students must have already taken North American literatures and visual cultures.
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.
Working and reworking the literary text is one of the characterising modules of the programme. It aims at consolidating the students’ ability to analyse and interpret literary texts in order to understand the ongoing changes in the Anglo-American canon. Classes focus on text analysis and the study of the ideological processes underlying both the dissemination and critical success of a literary work or genre. The module also allows students to further enhance their linguistic and communicative skills as well as their methodological competence in order to attain full critical awareness and autonomy.
At the end of the module students will be able to: communicate at an advanced level the disciplinary content; apply their knowledge and competence to the analysis of intertextual dynamics and translation processes.
Requirements: Students must have already taken North American literatures and visual cultures.
teacher profile teaching materials
Louis Adamic, Laughing in the Jungle (1932)
Henry Roth, Call it Sleep (1937)
Mario Puzo, The Fortunate Pilgrim (1965)
Julie Otsuka, The Buddha in the Attic (2011)
(any edition and format, digital or on paper)
Programme
The course proposes an overview on the literature written in the 20th Century by immigrants or immigrants’ descendants in the U.S.A. The texts tackle the literary representation of the migration from the country of origin and the adjustment in the host country, dealing especially with controversial and multifaceted phenomena such as assimilation (or “melting-pot”) vs cultural pluralism, national identity, ethnic identity, and racial and ethnic discrimination. Moreover, the texts display a variety of perspectives on the migratory dynamics depending on the country of origin and on the perception of their community in the host country. The choice of these texts allows to compare different critical approaches due to their different literary techniques and different genres: autobiography, semi-autobiography, the Modernist novel, the realist novel, and the collective novel in first person plural. Thus, the course analyzes both the linguistic and structural differences and the recurring literary topoi. Some classes may include cinematic representations of migratory phenomena in the U.S.A.Core Documentation
Mary Antin, The Promised Land (1912) Louis Adamic, Laughing in the Jungle (1932)
Henry Roth, Call it Sleep (1937)
Mario Puzo, The Fortunate Pilgrim (1965)
Julie Otsuka, The Buddha in the Attic (2011)
(any edition and format, digital or on paper)