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Educazione linguistica inclusiva e Language Teacher Cognition

Proposta di uno strumento di indagine e alcuni dati da un’indagine in Lombardia

Paola Solerti    Università Cattolica del Sacro Cuore, Italia    

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abstract

Italy has always been a multilingual country. Over the past fifty years, globalisation has brought a new multilingualism to schools. During approximately the same time span, many scholars and linguists have outlined a vision of language education as a global process, which has gradually found its way into Italian Ministry of Education documents. The implementation of language education, however, is ultimately entrusted to teachers and is therefore conditioned by their ‘language teacher cognition’. This contribution, based on data derived from a larger survey conducted in Lombardy, focuses on teachers’ attitudes to and opinions about pluringual and pluri/intercultural activities.

keywords: Language Education. Teacher cognition. Language Teacher Cognition. Primary school. Plurilingualism. Plurilingual education. Plurilingual activities. Pluri/intercultural activities.

Language: it

Submitted: May 27, 2020   Published: Feb. 23, 2021  
permalink: http://doi.org/10.30687/978-88-6969-477-6/008

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