Sara Trovato

sara trovatoSara Trovato earned her PhD in Philosophie et Lettres in 2000 from Université Catholique de Louvain.
She has worked in various Italian universities teaching Didactics for Deaf students, Sociology of Education, Italian Literature, General Sociology, Methodology of Sociological Research, Political Philosophy.
She has published both theoretical and empirical papers dedicated to the right to Sign Languages, deaf children in kindergarten, and the educational and social condition of Deaf people.

In the domain of education for Deaf students, she coordinated and co-authored Corso di italiano per chi non sente (e per i suoi compagni udenti) (2013, Milano: Raffaello Cortina), the first book of Italian for deaf students over 11 years of age. She also published Insegno in segni. Linguaggio, cognizione, successo scolastico per gli studenti sordi. (2014, Milano: Raffaello Cortina), a work intended for teachers and professionals working with Deaf teen-agers.
In the domain of Sign language teaching, she has coordinated and co-authored Insegnare e imparare la LIS. Attività e materiali per il docente, lo studente e l’autoapprendimento (2020, Trento: Erickson).

She presently teaches Italian language at Istituto Italiano di Cultura in Paris.

Upcoming Events

September 17, 2024
  • BIL Seminar: Margreet Vogelzang September 17, 2024 @ 2:30 pm - 4:00 pm Aula 3143 U6 Bicocca

    Introducing the concept of (bilingual) reference profiles: A cluster-analysis approach

    Empirical studies on bilingual children’s reference production have often focussed on comparisons with monolingual peers. In this talk, I will introduce the concept of “reference profiles”: Speakers may exhibit similar or different behaviours in reference production, independently of whether they belong to a specific group (e.g., monolinguals or bilinguals) or whether their production adheres to some norm.
    As an empirical example, I will present data from thirty-seven Greek-Italian bilingual children (Mage = 9;4, range 7;10-11;6) who performed narrative retelling tasks in both of their languages, as well as vocabulary tasks and various cognitive tasks. The data show that the children had a good mastery of reference (i.e. appropriately using null pronouns, full pronouns, or full nouns) in both of their languages. Using cluster analyses, two distinct reference profiles were identified. Further investigation showed that these profiles differed in both their sustained attention and in the use of overspecified REs in contexts where reference to the same referent was maintained. These results are interpreted in light of current cognitive theories of (bilingual) reference processing and emphasise the potential of (reference) profiles for the study of other domains beyond bilingual reference production.

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