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Italian Literature and Culture (MA)
Italian Literature and Culture (MA) Master Discover the world at Leiden University Part of Literary Studies (MA) This MA programme offers an excellent qualification in Italian literature and culture on an advanced level through lectures and seminars led by specialists in the field. Apply now Why study Italian Literature and Culture at Leiden University? The master in Italian Literature and Culture at Leiden University offers a multifocal approach to the study of Italian literature. Students will be involved in ongoing research of the lecturers: from the Middle Ages to the Early modern period. Examples of subjects: iconography in and around poetry, ethics in war literature, nature in narratives; 1 From Modern times up to the present day. Examples of approaches: literature is taught in combination with film or with journalism in 20th Century Italy. In all courses students gain hands-on experience through active participation in activities and assignments (e.g. organizing a conference, creating a film set, inviting a lecturer, interviewing an author etc.). MA students with a special interest in Italian literature can opt for an entire “Italian track” by choosing up to 4 Italian-language electives or specialization courses. Curious about the Italian team, its lecturers and activities? Have a look at the department’s blog and YouTube Channel. Learn more about the study programme Choose from a broad selection of Italian-language courses This master's programme offers you a broad selection of Italian-language courses in the Netherlands. Leiden University is an international centre of expertise in the Humanities, which means that you learn from scholars at the leading edge of their fields. -
Attitudes Towards the Safeguarding of Minority Languages and Dialects in Modern Italy
ATTITUDES TOWARDS THE SAFEGUARDING OF MINORITY LANGUAGES AND DIALECTS IN MODERN ITALY: The Cases of Sardinia and Sicily Maria Chiara La Sala Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds Department of Italian September 2004 This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. ABSTRACT The aim of this thesis is to assess attitudes of speakers towards their local or regional variety. Research in the field of sociolinguistics has shown that factors such as gender, age, place of residence, and social status affect linguistic behaviour and perception of local and regional varieties. This thesis consists of three main parts. In the first part the concept of language, minority language, and dialect is discussed; in the second part the official position towards local or regional varieties in Europe and in Italy is considered; in the third part attitudes of speakers towards actions aimed at safeguarding their local or regional varieties are analyzed. The conclusion offers a comparison of the results of the surveys and a discussion on how things may develop in the future. This thesis is carried out within the framework of the discipline of sociolinguistics. ii DEDICATION Ai miei figli Youcef e Amil che mi hanno distolto -
A History of Italian Literature Should Follow and Should Precede Other and Parallel Histories
I. i III 2.3 CORNELL UNIVERSITY LIBRARY C U rar,y Ubrary PQ4038 G°2l"l 8t8a iterature 1lwBiiMiiiiiiiifiiliiii ! 3 1924 oim 030 978 245 Date Due M#£ (£i* The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924030978245 Short Histories of the Literatures of the World: IV. Edited by Edmund Gosse Short Histories of the Literatures of the World Edited by EDMUND GOSSE Large Crown 8vOj cloth, 6s. each Volume ANCIENT GREEK LITERATURE By Prof. Gilbert Murray, M.A. FRENCH LITERATURE By Prof. Edward Dowden, D.C.L., LL.D. MODERN ENGLISH LITERATURE By the Editor ITALIAN LITERATURE By Richard Garnett, C.B., LL.D. SPANISH LITERATURE By J. Fitzmaurice-Kelly [Shortly JAPANESE LITERATURE By William George Aston, C.M.G. [Shortly MODERN SCANDINAVIAN LITERATURE By George Brandes SANSKRIT LITERATURE By Prof. A. A. Macdonell. HUNGARIAN LITERATURE By Dr. Zoltan Beothy AMERICAN LITERATURE By Professor Moses Coit Tyler GERMAN LITERATURE By Dr. C. H. Herford LATIN LITERATURE By Dr. A. W. Verrall Other volumes will follow LONDON: WILLIAM HEINEMANN \AU rights reserved] A .History of ITALIAN LITERATURE RICHARD GARNETT, C.B., LL.D. Xon&on WILLIAM HEINEMANN MDCCCXCVIII v y. 1 1- fc V- < V ml' 1 , x.?*a»/? Printed by Ballantyne, Hanson &* Co. At the Ballantyne Press *. # / ' ri PREFACE "I think," says Jowett, writing to John Addington Symonds (August 4, 1890), "that you are happy in having unlocked so much of Italian literature, certainly the greatest in the world after Greek, Latin, English. -
The Role of Italy in Milton's Early Poetic Development
Italia Conquistata: The Role of Italy in Milton’s Early Poetic Development Submitted by Paul Slade to the University of Exeter as a thesis for the degree of Doctor of Philosophy in English in December 2017 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: ………………………………………………………….. Abstract My thesis explores the way in which the Italian language and literary culture contributed to John Milton’s early development as a poet (over the period up to 1639 and the composition of Epitaphium Damonis). I begin by investigating the nature of the cultural relationship between England and Italy in the late medieval and early modern periods. I then examine how Milton’s own engagement with the Italian language and its literature evolved in the context of his family background, his personal contacts with the London Italian community and modern language teaching in the early seventeenth century as he grew to become a ‘multilingual’ poet. My study then turns to his first published collection of verse, Poems 1645. Here, I reconsider the Italian elements in Milton’s early poetry, beginning with the six poems he wrote in Italian, identifying their place and significance in the overall structure of the volume, and their status and place within the Italian Petrarchan verse tradition. -
Representations of Italian Americans in the Early Gilded Age
Differentia: Review of Italian Thought Number 6 Combined Issue 6-7 Spring/Autumn Article 7 1994 From Italophilia to Italophobia: Representations of Italian Americans in the Early Gilded Age John Paul Russo Follow this and additional works at: https://commons.library.stonybrook.edu/differentia Recommended Citation Russo, John Paul (1994) "From Italophilia to Italophobia: Representations of Italian Americans in the Early Gilded Age," Differentia: Review of Italian Thought: Vol. 6 , Article 7. Available at: https://commons.library.stonybrook.edu/differentia/vol6/iss1/7 This document is brought to you for free and open access by Academic Commons. It has been accepted for inclusion in Differentia: Review of Italian Thought by an authorized editor of Academic Commons. For more information, please contact [email protected], [email protected]. From ltalophilia to ltalophobia: Representations of Italian Americans in the Early Gilded Age John Paul Russo "Never before or since has American writing been so absorbed with the Italian as it is during the Gilded Age," writes Richard Brodhead. 1 The larger part of this American fascination expressed the desire for high culture and gentility, or what Brodhead calls the "aesthetic-touristic" attitude towards Italy; it resulted in a flood of travelogues, guidebooks, antiquarian stud ies, historical novels and poems, peaking at the turn of the centu ry and declining sharply after World War I. America's golden age of travel writing lasted from 1880 to 1914, and for many Americans the richest treasure of all was Italy. This essay, however, focuses upon Brodhead's other catego ry, the Italian immigrant as "alien-intruder": travel writing's gold en age corresponded exactly with the period of greatest Italian immigration to the United States. -
Italian Courses Offered
Department of Modern Languages Italian Courses 82-161 Elementary Italian I (fall) 12 units A two-semester course sequence (82-161, 82-162) for beginning students emphasizing the development of communicative language proficiency: oral practice, aural comprehension, reading, writing, structural analysis, and work with audio tapes and DVDs. Also a study of cultural aspects of Italy. The elementary level is designed to help students learn to reflect upon and draw upon strategies used by good language learners in their second language study. Note: Prerequisite: None. 82-162 Elementary Italian II (fall) 12 units A two-semester course sequence (82-161, 82-162). The elementary level is designed to help students learn to reflect upon and draw upon strategies used by good language learners in their second language study. Prerequisite: 82-161, 82-163 or approved equivalent. 82-163 Directed Language Study: Elementary Italian I or II (fall or spring) 12 units A self-paced version of 82-161/162, for highly-motivated students, capable of working independently. Weekly practice session, language laboratory work with audio and DVDs, periodic achievement tests, and individual consultation. Students are permitted to take only one semester of 82-163. Prerequisite: None. 82-261 Intermediate Italian I (fall) 9 units An integrated approach to the study of the Italian language and culture by means of grammar review, literary and cultural readings and analysis, and intensive practice in written and spoken Italian. This course explores definitions of culture and analyzes the dynamic role of language in culture and culture in language, with an aim to foster cross-cultural awareness and self-realization while developing proficiency in Italian. -
Italian Studies 1
Italian Studies 1 ITAL 1350A Transmedia Storytelling and the New Italian Studies Italian Epic. ITAL 1350B Non Fiction ITAL 1360 Renaissance Italy Inherently interdisciplinary, the Italian Studies concentration allows students to strengthen their language skills in Italian and deepen their ITAL 1380 Italy: From Renaissance to Enlightenment knowledge of Italian literature, history, art, and culture. Most concentrators ITAL 1390 Modern Italy have some background in Italian language. However, it is possible ITAL 1400A "Italian (Mediterranean) Orientalisms" to concentrate in Italian studies without having studied the language Major Italian Writers and Filmmakers before coming to Brown, although doing so requires an early start. After ITAL 1400B Fascism and Antifascism: Culture and fulfilling the language requirement by completing up to Italian 0600 (or the Literature between the Two World Wars equivalent), students enroll in a variety of advanced courses, reflecting the interdisciplinary nature of the concentration. Junior concentrators often ITAL 1400C Literature and Adolescence study abroad in the Brown Program in Bologna. All senior concentrators ITAL 1400D Photography and Literature: Italian participate in the “senior conference” by delivering brief presentations on Examples of an Uncanny Relationship academic topics of their choice in Italian Studies. Concentrators might also ITAL 1400F Twentieth Century Italian Culture pursue capstone research, writing, or multimedia projects. ITAL 1400H Early Modern Italy The concentration requires that students demonstrate proficiency in ITAL 1400I Rituals, Myths and Symbols the Italian language by completing up to ITAL 0600 (or the equivalent ITAL 1400J The Many Faces of Casanova in Bologna). ITAL 0400 is the first language course that counts toward the ten required courses for the concentration (except for students who ITAL 1400K Italy as Other place out of ITAL 0400, who will need to complete a total of nine courses). -
Language Policy and Politics: the Central State and Linguistic Minorities in Spain and Italy, 1992-2010
Language Policy and Politics: The Central State and Linguistic Minorities in Spain and Italy, 1992-2010 Naomi Amelia Stewart Wells Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of Modern Languages and Cultures July 2013 i The candidate confirms that the work submitted is his/her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. © 2013 The University of Leeds and Naomi Amelia Stewart Wells The right of Naomi Amelia Stewart Wells to be identified as Author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. ii Acknowledgements I would like to first thank my supervisors, Professor Brian Richardson and Dr Angel Smith, for their invaluable help throughout my research, and for ensuring that the PhD process was both enjoyable and rewarding. Thank you to Brian for supervising me from MA to PhD and for his continued support throughout. I would also like to thank the University of Leeds for its generous funding and specifically the School of Modern Languages and Cultures. I am particularly grateful to Dr Gigliola Sulis and the staff in Italian for their academic and professional support. Fieldwork would not have been possible without the willing participation of the interviewees who generously gave up their often limited time. Particular thanks to Giuseppe Corongiu, José Manuel Pérez Fernández, Oskar Peterlini and Tiziana Sinesi for their additional assistance in locating sources. -
Use of Italian Language, Dialects and Foreign Languages Years 2015
27 December 2017 Use of Italian language, dialects and foreign languages Years 2015 In 2015, 45.9% of people aged six years and over (about 26 million and 300 thousand individuals) used to speak more frequently in Italian at home, 32.2% used to speak both Italian and dialect. Only 14% (8 million 69 thousand people) used, instead, predominantly dialect. 6.9% is used to speak another language (approximately 4 million individuals, in 2006 there were around 2 million 800 thousand individuals). The spread of languages different from Italian and dialect in the family context recorded a significant increase, especially among people of 25-34 year-olds (from 3.7% in 2000, to 8.4% in 2006, to 12.1% % of 2015). At every age the exclusive use of dialect decreases, even among the oldest, among whom it continues to be a usual practice: in 2015, 32% of people aged 75 and over spoke exclusively or prevalently the dialect in the family (the same percentage was 37.1% in 2006). The prevalent use of dialect in their family and with friends was more common among people with low educational levels, even at the same age. 24.8% of those who carried out at most the middle school (or lower) dto speak almost exclusively the dialect in the family and 33.7% with the friends (against respectively 3.1% and 2.7% of those who hold the degree or a higher degree). In 2015, 90.4% of people aged 6 years and over was Italian mother tongue. Compared to 2006, the estimate of those who declared a foreign mother tongue increased (from 4.1% to 9.6% in 2015). -
72017-01-560-306
1 ITALIAN 306 INTRODUCTION TO LITERATURE II 17th – 20th Century TTH 2:50-4:10 AB 5050 Instructor: Tim Curcio E-mail: [email protected] Office hours: T 1:40 - 2:40 Th 4:10-5:10 AB 5102 - 15 Seminary Place – Fifth Floor Course Description: This course explores Italian literature from the 17th to the 20th century, beginning with the poetry and art of the Baroque period, the philosophical and scientific prose of the seventeenth century and proceeding to examples of theatrical, poetical, and narrative masterpieces from the 18th to the 20th century. Readings include the poetry and prose of canonical writers such as Marino, Galilei, Campanella, Alfieri, Goldoni, Foscolo, Leopardi, Manzoni, Verga, D’Annunzio, Pirandello, and Calvino. The course will address the historical background of the selected texts and different literary genres, teaching students how to apply analytical techniques to the selected texts. Active participation in the discussion of literary texts is expected. Learning Goals: At the end of the course, students will be able to identify the main elements of various literary movements, recognize different genres of writings (sonnet, canzone, epic poem, novella), and analyze literary texts according to their main generic and formal conventions. Students will learn to relate literature to its specific historical and cultural values. Taught in Italian, this course will also serve as a review of complex grammatical and syntactical structures and as an opportunity to understand how rhetorical and stylistic features function in a particular cultural tradition. Finally, students will begin to develop and practice a literary vocabulary adequate to the discipline. -
The Friulian Language
The Friulian Language The Friulian Language: Identity, Migration, Culture Edited by Rosa Mucignat The Friulian Language: Identity, Migration, Culture Edited by Rosa Mucignat This book first published 2014 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2014 by Rosa Mucignat and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-5817-X, ISBN (13): 978-1-4438-5817-5 TABLE OF CONTENTS List of Illustrations ................................................................................... vii Acknowledgments ................................................................................... viii Introduction ............................................................................................... ix Rosa Mucignat Part I: History and Status Chapter One ................................................................................................ 2 History, Language and Society in Friuli (Thirty Years Later) Fulvio Salimbeni Chapter Two ............................................................................................. 15 Laws for the Protection of the Friulian Language William Cisilino Part II: Language and Culture -
224 the New Language Invented by Italian
224 THE NEW LANGUAGE INVENTED BY ITALIAN IMMIGRANTS IN AMERICA Italians who visit the United States, when they come in contact with the second or third generation of descendants of immigrants, are often puzzled, stunned and sometimes horrified by the language used by people they consider Italian like themselves. It is the same reaction experienced by the visitors, journalists and consular employees who arrived here decades ago. The language they heard was not Italian, was not a dialect of Italian and certainly was not English, but a hodge-podge that contained a bit of Italian and a bit of dialect (which varied with the geographical origin of the individual), built over a foundation of English pronounced the Italian way, with a rounded vowel at the end of each word. Examples: contrattore (contractor), tracca (track), picco (pick), grosseria (grocery), bordante (boarder). Their surprise grew when they found the written version of this lingo1 (often with many variations) in restaurant menus, classified ads in newspapers and even in official documents drafted by American authorities who wanted to make sure they were understood by Italian immigrants. A couple of examples are scalloppini (it should be scaloppine) and tailors of cotti (coats). The language of Italian Americans, therefore, is composed of a series of distortions of English more than the anglicization of Italian. This was clearly the result of an effort by a mass of poor, ignorant peasants who wanted to communicate with foreign-language workmates and the bosses their livelihood depended on. It wasn't a spontaneous, 1 The author uses the word gergo which normally is translated with jargon.