EL.LE
7 | 3 | 2018

EL.LE
7 | 3 | 2018

Download free PDF

  pdf
Views 107
Downloads 46

Topic
chevron_rightLinguistics

Language
it

e-ISSN
chevron_right2280-6792

Online issue
Vol. 7 | Num. 3 | Novembre 2018

Share

Metadata

EL.LE | 7 | 3 | 2018

Tratti di plusdotazione negli apprendenti di italiano come L2

Martina Brazzolotto
Università di Bologna
martinabrazzolotto@gmail.com

DOI 10.30687/ELLE/2280-6792/2018/03/002

Submitted 30 May 2018
Accepted 30 Aug 2018

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.

Keywords
Plusdotazione. Apprendimento italiano L2. Glottodidattica.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

Table of contents
×
Campo DC Valore

dc.contributor.author

Brazzolotto Martina

dc.title

Tratti di plusdotazione negli apprendenti di italiano come L2

dc.type

Journal Article

dc.language.iso

it

dc.identifier.uri

http://doi.org/10.14277/ELLE/2280-6792/2018/03/002

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.publisher

Edizioni Ca’ Foscari - Digital Publishing

dc.date.issued

2019-06-07

dc.dateAccepted

2018-05-30

dc.dateSubmitted

2018-08-30

dc.identifier.issn

dc.identifier.eissn

2280-6792

dc.rights

Creative Commons 4.0 Attribution alone

dc.rights.uri

http://creativecommons.org/licenses/by/4.0/

dc.subject

Plusdotazione

dc.subject

Apprendimento italiano L2

dc.subject

Glottodidattica

Download

×