Tratti di plusdotazione negli apprendenti di italiano come L2

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Campo DC	Valore
dc.identifier	ECF_article_1515
dc.title	Tratti di plusdotazione negli apprendenti di italiano come L2
dc.contributor.author	Brazzolotto Martina
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2018/3/tratti-di-plusdotazione-negli-apprendenti-di-itali/
dc.description.abstract	Giftedness in foreign learners is not easily recognised (Kitano, Espinosa 1995). Immigrants with giftedness, in the school context, are often considered more as needing support in learning the new language rather than as pupils with great potential (Harris 2009). In the case presented here, the teacher responds only to the need to understand a new word, leaving out the curiosity of the pupil from Eritrea, on a mathematical calculation. His attitude shows how disproportionately didactic action tends to focus on gaps rather than attitudes. We propose a series of language teaching tips to identify some traits of giftedness in Italian learners like second language (L2), using some theories on inter-language. The objective is to support language teachers in teaching differentiation, stimulating in them reflections on the learning needs of immigrant pupils, such as to suggest some traits of giftedness.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 7 \| Num. 3 \| Novembre 2018
dc.issued	2019-06-07
dc.dateAccepted	2018-08-30
dc.dateSubmitted	2018-05-30
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2018/03/002
dc.peer-review	yes
dc.subject	Apprendimento italiano L2
dc.subject	Apprendimento italiano L2
dc.subject	Glottodidattica
dc.subject	Glottodidattica
dc.subject	Plusdotazione
dc.subject	Plusdotazione

Articolo
open access peer reviewed

Martina Brazzolotto Università di Bologna

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abstract

Giftedness in foreign learners is not easily recognised (Kitano, Espinosa 1995). Immigrants with giftedness, in the school context, are often considered more as needing support in learning the new language rather than as pupils with great potential (Harris 2009). In the case presented here, the teacher responds only to the need to understand a new word, leaving out the curiosity of the pupil from Eritrea, on a mathematical calculation. His attitude shows how disproportionately didactic action tends to focus on gaps rather than attitudes. We propose a series of language teaching tips to identify some traits of giftedness in Italian learners like second language (L2), using some theories on inter-language. The objective is to support language teachers in teaching differentiation, stimulating in them reflections on the learning needs of immigrant pupils, such as to suggest some traits of giftedness.

Pubblicato

07 Giugno 2019

Accettato

30 Agosto 2018

Presentato

30 Maggio 2018

Lingua

Keywords: Glottodidattica • Plusdotazione • Apprendimento italiano L2

permalink http://doi.org/10.30687/ELLE/2280-6792/2018/03/002

Copyright: © 2018 Martina Brazzolotto. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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