Ateneo - UPO

Teaching Unit Advanced Applied Linguistics A:
Language, orality and writing: the voice as an instrument of knowledge.
Teaching Unit Advanced Historical Linguistics:
Historical linguistics and typology: between diachronic analysis and language comparison

Teaching Unit Advanced Applied Linguistics A:
1) F. Albano Leoni, Voce. Il corpo del linguaggio, Roma, Carocci, 2022 (ALL);
2) D. Crepaldi, Neuropsicologia della lettura, Roma, Carocci, 2020 (ALL);
3) A. De Dominicis (ed.), La voce come fenomeno culturale, Roma, Carocci, 2002 (caps. 1 to 8, pp.7-157).
For non-attending students add:
4) C. Severi, Il percorso e la voce. Un’antropologia della memoria, Torino, Einaudi, 2004 (part.: cap. III, pp. 185-239).
Those who did not take the examination of
General Linguistics A or Fundamentals of Linguistics must add to the programme:
5) R. SIMONE,Nuovi fondamenti di linguistica. Edizione riveduta e corretta, Milano, McGraw-Hill, 2016 (ALL).
Teaching Unit Advanced Historical Linguistics:

The integrated course aims at enabling students to
acquire the theoretical foundations necessary to
analyze the main dynamics of applied and
historical linguistics, in a more advanced
way, to enable them to use the acquired theoretical
knowledge in an autonomous and appropriate way.
The measurement of these objectives will be
possible during the verification of learning.
In particular:

Teaching Unit Advanced Applied Linguistics A:

The first objective of the course is to provide the student with the main linguistic, sociolinguistic and ethnopragmatic notions necessary to correctly analyze language in all its diaphasic and diamesic aspects (orality, aurality, literacy, etc.), both in the examples provided in class than during the final check. A second, more advanced objective is to enable the student to apply the metalanguage and independently develop the concepts and methodologies learned for linguistic reasoning on theoretical and empirical data connected to the performative component of languages and to the cultural and mythical-ritual aspects of the voice. A third objective is to prepare students for the teaching of applied linguistics.

Teaching Unit Advanced Historical Linguistics:

The basic aim of this course is to bring students to tackle the main questions, problems and challenges posed by the diachronic analysis of languages in the light of the results of typological linguistics, so that they can deepen: (i) their knowledge of these fields of study; (ii) their understanding of the way in which languages change and how this change can be analyzed, taking into account both synchronic and diachronic factors.
A further, more advanced, aim is to develop students’ ability of applying theoretical and methodological principles to the survey of empirical data from various languages and to the examination of specific case studies.
Finally, didactic methods for teaching Historical and General Linguistics will be dealt with, taking the topics examined during the course as a starting point.

A basic knowledge of general and historical
linguistics is required for both modules and
attendance is highly recommended.

Teaching Unit Advanced applied Linguistics A:

Anyone who has not taken the three-year exam of
General Linguistics or Fundamentals of Linguistics is required to
add to the program R. SIMONE, New foundations of linguistics.
Revised and corrected edition, Milan, McGraw-Hill, 2016 (ALL); such
text will form the initial part of the exam, which will last in this case
45-60 minutes. This program is valid until the exam session of
February 2025, after which everyone is required to ask the teacher for a
new updated program.

Teaching Unit Advanced Historical Linguistics:

Students should have basic knowledge of general linguistics and mainly historical linguistics.
Those who have never taken an examination in historical linguistics must contact the teacher in advance for a syllabus supplement, consisting of an introductory textbook (or parts of it, for those who already have basic knowledge of general linguistics). Fulfilment of these requirements will be preliminarily assessed during the examination.

Both courses include lectures and online teaching
(DIR).
During the lessons, students will be actively involved
through the examination, discussion and
presentation of linguistic data and case studies, in
order to develop the ability to analyze synchronic
and diachronic material, the assimilation of teaching
methodologies of applied and historical linguistics
and communication skills.

Anyone wishing to take the integrated exam as a single or external course will necessarily have to agree a personal program with both teachers.

For both courses there is an oral exam; the exam
will be passed when the grade is equal to or greater
than 18/30. The final evaluation of the integrated
exam will take into account the marks obtained in
the single tests of the two teaching units of which it
is composed and the evaluation of the overall
degree of in-depth knowledge, autonomy in their
application and communication skills, as specified
by the training objectives and expected learning
outcomes.
In particular:
Teaching Unit Advanced Applied Linguistics A:

Oral examination lasting approximately 30-40 minutes (45-60 for those who have never taken a linguistics examination before). The examination will be passed when the grade is 18/30 or higher. During the examination it is possible to withdraw and at the end of the examination to reject the grade if positive; the grade accepted on the spot can no longer be changed. The formulation of the overall grade will be based on the assessment of the appropriate use of the specific metalanguage and the accuracy and appropriateness of the answers to the questions on the texts indicated in the syllabus and in class. Honours will be awarded on the basis of an assessment of in-depth and independent elaboration skills. In accordance with Art. 35 of the University Teaching Regulations, students may sit for the same examination no more than three times in one academic year.

Teaching Unit Advanced Historical Linguistics:

The final exam consists of an oral examination lasting approximately 30 minutes, aimed at verifying the acquisition of knowledge and understanding of the relevant topics (those included in the objectives and the expected learning outcomes) and the use of appropriate scientific terminology through a 3-section structure: Sect. 1 = questions on theoretical aspects concerning the methodologies of analysis of historical linguistics and typology, with a focus on the concept of "comparison”; Sect. 2 = discussion of data on which to test both the theoretical and methodological knowledge acquired and the ability of applying it empirically (mainly on the basis of the material examined during the course and put on DIR); Sect. 3 = didactic methodologies for teaching linguistics.
The final evaluation will be based on the following criteria: use of appropriate scientific terminology = 10%; answers to questions from Section 1 = 40%; answers to questions from Section 2 = 40%; answers to questions from Section 3 = 10%.
To achieve 18/30, students must be familiar with the main theoretical issues relating to the diachronic investigation of languages from a typological perspective and be able to analyze relevant linguistic data at least at a basic level. To obtain a higher mark, students must demonstrate autonomy of judgement, consistent argumentation and depth of analysis. Honours will be awarded in the case of high accuracy in all answers.

Teaching Unit Advanced applied Linguistics A:

The course will focus on the analysis of the main characteristics of the voice as an intrinsic and indissoluble element of language and its co-evolution, both from a pragma-linguistic, socio-cultural and historical-cognitive point of view. After having identified the animal and human origins and the basic functions related to the use of the phonic-acoustic apparatus and its biological evolution, the voice will face perception and classification, its use as a work tool and as a cultural asset, and the relationships between voice and historical-natural languages, between voice and writing, between voice and neurolinguistics of reading (graphematics of languages and history of alphabets, reading aloud, dyslexia, etc.). Finally, the examination of the ethnolinguistic characteristics of the ritual voice will highlight some metalinguistic and cognitive peculiarities of the voice that is embodied in a traditional cantor, linking them to the development of consciousness and self-awareness, to the voices within.

Teaching Unit Advanced Historical Linguistics:

1. Introduction: historical linguistics, diachronic approach and old synchrony.
2. The typological approach and the functional model.
3. The study of the past in the light of the present: the problem of language comparison (from a synchronic and diachronic perspective).
4. Variation and language change.
5. Synchronic and diachronic explanations in historical linguistics and typology.
6. Didactic methods for teaching linguistics.

Teaching Unit Advanced Applied Linguistics A:
The pre-established objective is the achievement of a level of competence such as to profitably allow the conclusion of the course of study and subsequent work applications wherever in-depth and advanced knowledge of general and applied linguistics are required. Knowledge and Understanding: knowing how to illustrate the theoretical bases of linguistic analysis presented in the course with the appropriate metalanguage; how to understand the linguistic differences between the different types of performative agency and texts produced in the utterance. Ability to apply Knowledge and Understanding: how to set up the linguistic analysis of texts, even those that have never been analyzed before; identify, explain and evaluate at least three of their main pragmatic, diamesic and diaphasic characteristics (context characteristics and their textual impact, type of linguistic register chosen, focusing mechanisms, discursive signals, interruptions, overlaps, dialogic repetitions, evaluate the degree of involvement , of symmetry or dissymmetry between the interlocutors, self-referentiality and identity of those who take turns); provide examples of at least two of the types of written and oral texts addressed during the course. Making Judgments: how to recognize which are the main linguistic phenomena in the proposed examples and appropriately propose their own. Communication Skills: how to express one’s knowledge using the specific metalinguistic terminology with awareness. Learning Skills: how to deepen the topics presented and develop a capacity for critical analysis with respect to the theoretical references presented during the course and their concrete application.

Teaching Unit Advanced Historical Linguistics:
To achieve a basic level of knowledge and skills is required: Knowledge and understanding: to know and understand the theoretical issues and main aspects related to the historical and diachronic analysis of languages using a typological approach; acquainted with didactic methods for teaching Historical and General Linguistics. Ability to apply knowledge and understanding: apply learned notions to the analysis of different case studies on languages of the past and/or their development; to discuss problems related to diachronic and synchronic comparison; Autonomy of judgment: making evaluative judgments regarding the diachronic data examined at least at a basic level. Communicative skills:how to use specific scientific terminology in a coherent manner, to set up a clear and insightful account of the relevant topics and the linguistic data examined. Learning ability: to widen knowledge of theoretical and methodological notions in the field of Historical Linguistics, while enhancing their skills in the empirical analysis of data drawn from specific languages, at least with regard to some case studies concerning the combination of diachronic and typological approaches; for a more advanced level, is required to show: the complex implications between the study of languages of the past and their typological characterization in the light of the languages of the present; sound judgment in the insightful evaluation of specific linguistic phenomena and changes from both a typological and diachronic perspective; to develop communicative skills at a high level, to use exclusively specific scientific terminology and to provide a clear, well structured and consistent account of relevant topics; to combine the learning of theoretical notions with the direct observation of diachronic data from ancient and modern languages, acquiring the ability to interpret such data and being able to place different types of phenomena and/or changes in a typological framework.