THEORETICAL AND APPLIED LINGUISTICS MOD.1

The course is an introduction to topics in applied linguistics, namely (i) first language acquisition focusing on the acquisition of syntax in a comparative perspective, (ii) bilingual and second language acquisition, and (iii) language acquisition by individuals with language disorders, (iv) the development of linguistic trainings. Students will develop analytic skills for the analysis of spontaneous productions and the basic knowledge for the construction of experimental designs.

1. Knowledge and understanding
The student knows the recent hypotheses on first language acquisition.
The student knows the hypotheses on bilingual and second language acquisition.
The student has a basic knowledge of atypical language acquisition in the case of language disorders.
The student knows how language acquisition varies across languages.
The student has full understanding of the technical terminology and the main methodologies that permit to do research on data from language acquisition.

2. Applying knowledge and understanding
The student knows how to use the hypotheses of formal linguistics to describe and understand aspects of first language acquisition, bilingual and second language acquisition.
The student knows how to use the hypotheses of formal linguistics to describe and understand aspects of atypical first language acquisition in case of language disorders.
The student knows how to use the technical terminology.
The student knows how to collect new acquisition data, e.g. create a corpus, collect comprehension data.
The student knows how to discuss different hypotheses on the same language acquisition data.

3. Making judgements
The student is able to formulate empirically and theoretically grounded hypotheses on language acquisition data.
The student is able to provide relevant linguistic data in favour or against different hypotheses.

4. Communication skills
The student is able to write with sound argumentation and appropriate terminology about the topics discussed during the course.
The student is able to elaborate on one of the topics discussed during the course.
During class, the student is able to ask questions and discuss with peers and professors in a critical and respectful manner.

5. Learning skills
The student is able to develop critical thinking.
The student is able to share information, hypotheses, linguistic problems and solutions.
The student is able to look for and select bibliographical resources to study language acquisition data.

Intermediate knowledge of general linguistics and the theory of syntax.

The course will focus on the acquisition of word order and NP- and wh-movement by children and on the null subject phenomenon in child language. Some peculiarities of Italian used by children with language disorders will be studied, with special reference to clitic pronouns, noun phrases, and wh-movement constructions. Several studies on the development of linguistic training based on syntactic rules will be introduced.

D'Ortenzio, S., Analysis and treatment of movement derived structures in Italian-speaking cochlear implanted children, Tesi di dottorato, Università Ca' Foscari Venezia, cap. 4
D’Ortenzio, S., Montino, S., Martini, A., and Volpato, F. (2020). Syntactic intervention on relative clauses: Two case studies on Italian-speaking children with cochlear implants. In A. Cardinaletti, C. Branchini, G. Giusti, and F. Volpato (eds.) Language acquisition, processing and bilingualism. Selected papers from the Romance Turn VII. Cambridge Scholars Publishing, pp. 263-297
Guasti, M.T., Language Acquisition, MIT Press, Cambridge, Mass., 2002: Capp. 2, 4, 5, 6, 7, 11.1-2
Guasti, M.T. L'acquisizione del linguaggio, Raffaello Cortina Editore, 2007: Cap. 3.
Guasti, M.T., Language Acquisition, MIT Press, Cambridge, Mass., 2016: cap. 11
Jackendoff, R. Linguaggio e natura umana, il Mulino, Bologna, 1998: Capp. 2, 3, 8.
Volpato, F., L. Verin, A. Cardinaletti (2016), The comprehension and production of verbal passives by Italian preschool-age children, Applied Psycholinguistics 37, pp. 901-931.
Other readings may be suggested during the course.

The examination consists in a written exam, lasting 3 hours and consisting in answering 10 open questions with the aim of verifying the acquisition of abilities to analyze data coming from studies on first language acquisition, bilingual and second language acquisition and the acquisition of Italian by children with language disorders.

Face-to-face lessons;
Collaborative learning with peers;
Materials available in the Moodle platform.

Italian

Accessibility, Disability and Inclusion

Accommodation and support services for students with disabilities and students with specific learning impairments:
Ca’ Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development