Course Topics
The main topics covered and critically discussed within the course are: - the written and oral modes of verbal communication, in relation to first language teaching; - the functioning of the phonological, orthographic and interpunctural system of Italian, also in relation to those of other languages and in particular Ladin and German; - the prerequisites for the promotion and learning of writing and reading in Italian; - the methodologies for promoting metaphonological and grammatical awareness aimed at teaching writing and reading in Italian; - the manifestations and aetiology of atypical developments of writing and reading skills in Italian.

Teaching format
face-to-face lessons workshop activities distance learning lessons in synchronous and asynchronous mode

Educational objectives
Disciplinary skills Knowledge and understanding At the end of the module, the student has adequate knowledge of learning theories and practices for teaching the writing and reading of Italian, also in the context of interaction with other languages. Furthermore, he/she has adequate knowledge of the phonology, orthography and punctuation of Italian, as well as good contrastive knowledge of the same systems for Ladin and German. Ability to apply knowledge and understanding At the end of the course, the student is able to reflect on the typical and atypical development of the writing and reading skills of mono- and multilingual children in Italian; he/she is able to evaluate the resources available for the teaching of writing and reading in Italian; he/she is able to design and produce autonomously paths and materials for the education and promotion of writing and reading in Italian, as well as for grammatical reflection. Transversal skills Autonomy of judgement At the end of the module, the student has achieved critical and interpretative skills that enable him/her to make observations and formulate autonomous judgements on the learning of writing and reading in Italian, also with reference to contexts of interaction with other languages. Communicative skills At the end of the module, the student has acquired specific communicative skills, in particular the formal accuracy of exposition and selection of terms, argumentative skills and the ability to synthesise in written and spoken Italian. The insistence on the comparison between the phonological, orthographic and interpunctive systems of Italian, Ladin and German stimulates greater control of the linguistic resources available, also for teaching in a multilingual context. The workshop activities, in plenum and in small groups, contribute to developing specific communicative skills such as argumentative ability, formal accuracy and the ability to synthesise. Learning skills At the end of the module, students have acquired knowledge and specific reflective skills that enable them to update and deepen their study of the processes of acquiring and teaching writing and reading in Italian autonomously, as well as to update critically on new teaching proposals. Furthermore, the teaching methodologies tested during the workshops develop the ability to reflect and apply teaching methods that can be used in the future profession of pre-school and primary school teachers.

Assessment
Oral exam and elaboration (in written form) of teaching activities.

Evaluation criteria
The accuracy, completeness and correctness of the answers, as well as the ability to critically analyse and independently elaborate on them in the oral interview; the appropriateness and relevance to the objectives in the written elaboration of proposed teaching activities are considered and assessed. In the event of a failing grade for the entire course, any partial exams taken with a positive result will be considered as passed in the subsequent attempt to take the entire examination. It should be noted that, even in this case, a negative mark for the entire course will be counted towards the number of attempts available to take an examination. According to the Examinations Regulations, if a student fails an examination in three consecutive attempts, he/she may not register for the same examination in the three sessions following the last attempt (Art. 6, para. 4 of the current Regulations for Proficiency Examinations). Active participation in workshops is also taken into account.