Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati’
The aim of this paper is to propose a reflection on three concepts – translanguaging, inter-comprehension, inclusion – apparently unrelated to each other, trying to establish interconnections for the linguistic integration of migrant subjects, considered ‘disadvantaged’. In fact, many widespread social representations and some L2 learning/teaching practices are opposed, in favour of mimicry and monolingualism, to any manifestation of diversity, plurality, non-conflicting coexistence respecting otherness. Instead, didactic practices based on the recognition of translanguaging and intercomprehensive approaches can constitute a concrete tool of inclusion.
keywords: Educational linguistics. Plurilingualism. Inclusion. Disadvantaged contexts. Language education. Communicative competence.
Language: itSubmitted: May 27, 2020 Published: Feb. 23, 2021