IT3LDI: Language, Diversity, and Inclusion: The representation of the otherness in Italian context

Module code: IT3LDI

Module provider: Languages and Cultures; School of Humanities

Credits: 20

Level: Level 3 (Honours)

When you’ll be taught: Semester 2

Module convenor: Professor Federico Faloppa, email: f.faloppa@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module aims to provide students with an understanding of how concepts like identity, otherness, inclusion, and exclusion have been articulated and transmitted though language in time, with a specific focus on the Italian language and its varieties. Students will approach concepts like identity, diversity, ‘normality’, othering, stereotype, ethnocentrism, ethnonym and heteronym through an interdisciplinary perspective combining linguistics and history of the language, anthropology, and social history. With particular attention to the Italian context, and by analysing case studies, students will look at issues of nationalism and national stereotyping, religious and ethnic diversity, colonization and de-colonization, representation of minorities, media representation of migrants and foreigners, gender, political correctness, cancel culture, and ‘inclusive language’. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate a solid knowledge of Italian history through the study of ethnonyms and heteronyms, and employ ethodological tools for in-depth historical investigation
2. Critically examine anthropological and social concepts key to 21st century societies, and analyse current issues related to discrimination and social inclusion in the Peninsula and beyond
3. Demonstrate an understanding of how ‘diversity’ and ‘normality’ have been construed through language over time, and an awareness of how stereotypes about minorities have been consolidated and used over time
4. Cse research skills, including the ability to design and conduct original research, the retrieval of information, the organisation of material, and the evaluation of its importance; and organise complex information in order to construct and defend a coherently presented argument both in writing and in in-class oral presentations

Module content

Lessons will be devoted to acquiring analytical frameworks, examining a range of case studies in order to understand how ‘identity’, ‘diversity’, and ‘normality’ have been construed through lexicon and language, and applying interdisciplinary methodologies and analytical skills to design original research.

Structure

Teaching and learning methods

The module will be taught through a combination of formal lectures, seminars, and research project supervision, for which students will carry out preparatory reading. Seminars will be delivered in structured group discussions. 

Study hours

At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will have the opportunity to participate in group discussions/seminars and departmental research seminars, and to give and receive feedback about other formative activities.

Reassessment

Additional costs