ENGLISH LINGUISTICS

Consolidate advanced knowledge on the interaction of language form and language use, focussing on. Enforce the capacity to critically read current theoretical literature, formulate original hypotheses, collect data in support of a hypothesis, and present original empirical observations and theoretical proposals in an oral presentation.

1. Knowledge and understanding
The student knows current theories of grammatical and semantic gender and the typology of the expression of gender across languages.
The student knows the main issues on the inclusive expression of gender in English as compared to other languages.
The student knows the main qualitative and quantitative methods for the study of gender in its formal and cultural dimension.

2. Applying knowledge and understanding
The student knows how to conduct a bibliographical search on an empirical domain, using web resources such as catalogues (Cerca'; Opac; ecc.); and digital archives (Wos, Scopus, MLA International Bibliography, LLBA, Ebrary, Ebsco, etc).
The student knows how to select bibliographical resources, use them in a critical fashion, point out convergences and divergences between alternative hypotheses, spelling out empirical predictions and the contribution of each hypothesis to the understanding of the phenomenon, pointing out the empirical fieldwork needed to validate alternative hypotheses.
The student knows how to conduct fieldwork, with one or more of the following methodologies: create stimuli for data elicitation, collect grammaticality judgements, create on-line questionnaires, collect a corpus, consult existing corpora, collect data from reference grammars and language descriptions, etc.
The student knows how to analyse the collected data according to well-established methods in generative grammar.
The student knows how to annotate the data collected to make it accessible to the general scientific community.

3. Making judgements:
The student is able to formulate empirically and theoretically grounded original hypotheses, capturing the microvariation, or the macrovariation found across languages of different families and/or language groups in expressing gender in particular as regards inclusive language tools.
The student is able to provide relevant linguistic data in favour of their hypothesis, point out possible counterarguments and treat them with independent hypotheses.
The student is able to capture points of divergence and convergence between alternative hypotheses and operate a synthesis of the two
The student is able to discuss quantitative data collected by themselves through fieldwork or others and found in the literature.

4. Communication skills. The student is able to
- present an original phenomenon with sound argumentation and appropriate terminology;
- produce adequate materials for a 15minute presentation (ppt, handout, poster);
- write an informative abstract (500 words);
- provide 7-10 adequate keywords for the indexation of the contribution
- evaluate the abstract of a peer with fair judgement and critical capacity.

5. learning skills: The student is able to
- continue her/his empirical and theoretical research in the master thesis or in future PhD curriculum
- collaborate in gender-fair language activities, respecting the structure of the language and at the same time the inclusive issues of current societies.

Basic knowledge of formal syntax, e.g. knowledge and capacities learnt in the general linguistics 2 course of the BA in LCLS

Grammatical and semantic gender (morpho-syntax and semantics) and cultural issues (language attitude and gender stereotypes)
Language types with respect to the structural representation of gender
Feature sharing and feature spreding in crosslinguistic perspective
How different language types interact with gender stereotypes (studies in psycholinguistics)
Inclusive expression of genders, new perspectives and new issues (studies in sociolinguistics)

Presentation of projects

Cameron, D. (ed.) 2002. The feminist critique of language, a reader [second edition]. London, Routledge.
Cameron, D. 2012. Verbal hygiene [second edition]. London, Routledge.
Corbett, G. 1991. Gender. Cambridge University Press.
Gabriel, U., Gygax, P. M., & Kuhn, E. A. (2018). Neutralising linguistic sexism: Promising but cumbersome? Group Processes & Intergroup Relations, 21, 844–858.
Giusti, G. & G. Iannàccaro (eds.) 2020. Language, gender and hate speech. A multidisciplinary approach. Venezia, Edizioni Ca' Foscari.
Gygax, P., Elmiger, D., Zufferey, S., Garnham, A., Sczesny, S., von Stockhausen, L., Braun, F., & Oakhill, J., (2019) A language index of grammatical gender dimensions to study the impact of grammatical gender on the way we perceive women and men. Frontiers in Psychology, 10, 1604.
Misersky, J., Gygax, P., Canal, P., Gabriel, U., Garnham, A., Braun, F., Chiarini, T., Englund, K., Hanulikova, A., Øttl, A., Valdrova, J., Von Stockhausen, L., & Sczesny, S. 2014. Norms on the gender perception of role nouns in Czech, English, French, German, Italian, Norwegian, and Slovak. Behavioural Research Methods, 46, 841–871

other references will be provided in the moodle course

Oral presentation on an original topic. The presentation is preferably delivered in one of the last classes.

Lectures, students' presentations, virtual classroom.
Students are warmly invited to the research seminars in Linguistics.

English

oral

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