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And this is the end of the story: raccontare per includere

Bruna Di Sabato    Università degli Studi Suor Orsola Benincasa di Napoli, Italia    



This study on inclusion and narrative writing stems from a recent classroom experience with English L2 students at postgraduate level. The presence in the class of two students with special needs meant that a revision of the previously established syllabus had to be carried out in order to cater for the following exigencies: the need to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure; the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole; the need to find suitable learning practices and associated assessment tools. The idea of setting up a creative writing project emerged both as a response to these needs and as a desire to regain the ancestral value of narration as a tool for the building and transmission of knowledge. In the following pages a detailed account of this ‘vision’ of inclusion and narration through creative writing will be provided, together with samples taken from the students’ production and a final reflection on the results obtained.

keywords: Educational Linguistics. Inclusion. Creative writing. The narrative creation of self. ELT. Contemporary mobility.

Language: it

Submitted: May 27, 2020   Published: Feb. 23, 2021  
permalink: http://doi.org/10.30687/978-88-6969-477-6/010

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