Series | SAIL
Edited book | Inclusive Linguistic Education
Chapter | Uno strumento per comprendere le difficoltà di apprendimento degli alunni stranieri
Uno strumento per comprendere le difficoltà di apprendimento degli alunni stranieri
Abstract
The growing presence of students from migrant cultural backgrounds in Italian schools has changed classrooms, giving them a multicultural and intercultural aspect. This could mean a challenge for the concept of inclusion in educational contexts. This situation, very heterogeneous due to the various native places of foreign students, is often associated with the presence of learning difficulties. Recognising a possible learning disorder (Law no. 170/2010) in students from migrant cultural backgrounds is made more difficult by the lack of specific screening measures. This paper aims to present a preliminary report of a tool tested on a sample of Italian and foreign primary school children in order to evaluate their reading ability, regardless of the language they have as mother tongue. The tool is conceived as a preliminary screening in schools to understand if the difficulties of the students are related to the low L2 language proficiency or if they are the manifestation of other problems to be investigated through medical-diagnostic tests.
Submitted: May 27, 2020 | Published Feb. 23, 2021 | Language: it
Keywords Phonology • Italian L2 • Learning disorders • Dyslexia • Experimental phonetics
Copyright © 2021 Elvira Graziano, Luciano Romito. 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.
Permalink http://doi.org/10.30687/978-88-6969-477-6/015
- Introduzione
- Michele Daloiso, Marco Mezzadri
- Feb. 23, 2021
Sezione 1 • Questioni teoriche e riflessioni interdisciplinari
-
Linguistica generale e lingue segnate
Qualche ponte per una riflessione comune - Davide Astori
- Feb. 23, 2021
- Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati’
- Antonella Benucci
- Feb. 23, 2021
- Inclusione, valutazione e plurilinguismo: concetti inconciliabili?
- Elisabetta Bonvino, Elisa Fiorenza
- Feb. 23, 2021
-
Linguistica Educativa e bisogni speciali
Origini e stato dell’arte della ricerca italiana - Michele Daloiso
- Feb. 23, 2021
- Corpo, Cervello e Linguaggio: una prospettiva neuroscientifica
- Vittorio Gallese
- Feb. 23, 2021
-
Per un sillabo linguistico inclusivo
Come superare il Deficit comunicativo extra- e paralinguistico - Matteo Santipolo
- Feb. 23, 2021
Sezione 2 • La formazione degli insegnanti
- Formare gli insegnanti all’inclusione
- Marco Mezzadri, Giulia Tonelli
- Feb. 23, 2021
-
Educazione linguistica inclusiva e Language Teacher Cognition
Proposta di uno strumento di indagine e alcuni dati da un’indagine in Lombardia - Paola Solerti
- Feb. 23, 2021
Sezione 3 • Ricerche, percorsi e strumenti per la glottodidattica inclusiva
-
La rappresentazione delle diversità nei materiali glottodidattici
Un’indagine comparativa sui manuali di inglese americano e d’italiano per stranieri - Michele Daloiso, Barbara D’Annunzio
- Feb. 23, 2021
- And this is the end of the story: raccontare per includere
- Bruna Di Sabato
- Feb. 23, 2021
-
Enneagramma e sviluppo delle soft skills
Un supporto per una didattica inclusiva? - Claudio Garibaldi
- Feb. 23, 2021
- L’Enneagramma: uno strumento inclusivo di indagine per il docente di lingue straniere
- Flora Sisti
- Feb. 23, 2021
-
Il PEL in chiave inclusiva
Biografie linguistiche in Rete - Maria Cecilia Luise, Giulia Tardi
- Feb. 23, 2021
- Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento interculturale e di inclusione sociale
- Gisela Mayr
- Feb. 23, 2021
Sezione 3 • L’inclusione degli alunni stranieri
- Uno strumento per comprendere le difficoltà di apprendimento degli alunni stranieri
- Elvira Graziano, Luciano Romito
- Feb. 23, 2021
-
Dalla ricerca alla didattica
Percorsi per un’educazione linguistica inclusiva - Gabriele Pallotti, Stefania Ferrari
- Feb. 23, 2021
- Pratiche di mediazione non professionale degli studenti stranieri immigrati di prima o seconda generazione nel sistema scolastico italiano
- Diana Peppoloni
- Feb. 23, 2021
-
Dispositivi mobili per un’educazione linguistica inclusiva
App e italiano L2 per migranti - Simone Torsani, Fabrizio Ravicchio
- Feb. 23, 2021
-
La competenza pragmatica come strumento inclusivo
Uno studio di caso con bambini stranieri di prima e di seconda generazione - Victoriya Trubnikova
- Feb. 23, 2021
Sezione 5 • L’inclusione di studenti con bisogni speciali
- La prospettiva glottodidattica del Progetto nazionale per l’inclusione e l’integrazione dei bambini rom, sinti e caminanti
- Paola Desideri
- Feb. 23, 2021
- La progettazione inclusiva per gli studenti gifted nella classe di lingua
- Alberta Novello
- Feb. 23, 2021
-
Imparare guardando, insegnare mostrando
Peculiarità e limiti nella didattica di una lingua non vocale e non scritta - Maria Roccaforte
- Feb. 23, 2021
| DC Field | Value |
|---|---|
|
dc.identifier |
ECF_chapter_4695 |
|
dc.contributor.author |
Graziano Elvira |
|
dc.contributor.author |
Romito Luciano |
|
dc.title |
Uno strumento per comprendere le difficoltà di apprendimento degli alunni stranieri |
|
dc.type |
Chapter |
|
dc.language.iso |
it |
|
dc.description.abstract |
The growing presence of students from migrant cultural backgrounds in Italian schools has changed classrooms, giving them a multicultural and intercultural aspect. This could mean a challenge for the concept of inclusion in educational contexts. This situation, very heterogeneous due to the various native places of foreign students, is often associated with the presence of learning difficulties. Recognising a possible learning disorder (Law no. 170/2010) in students from migrant cultural backgrounds is made more difficult by the lack of specific screening measures. This paper aims to present a preliminary report of a tool tested on a sample of Italian and foreign primary school children in order to evaluate their reading ability, regardless of the language they have as mother tongue. The tool is conceived as a preliminary screening in schools to understand if the difficulties of the students are related to the low L2 language proficiency or if they are the manifestation of other problems to be investigated through medical-diagnostic tests. |
|
dc.relation.ispartof |
SAIL |
|
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari |
|
dc.issued |
2021-02-23 |
|
dc.dateSubmitted |
2020-05-27 |
|
dc.identifier.uri |
http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-477-6/uno-strumento-per-comprendere-le-difficolta-di-app/ |
|
dc.identifier.doi |
10.30687/978-88-6969-477-6/015 |
|
dc.identifier.issn |
2610-9549 |
|
dc.identifier.eissn |
2610-9557 |
|
dc.identifier.isbn |
|
|
dc.identifier.eisbn |
978-88-6969-477-6 |
|
dc.rights |
Creative Commons Attribution 4.0 International Public License |
|
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
|
item.fulltext |
with fulltext |
|
item.grantfulltext |
open |
|
dc.peer-review |
no |
|
dc.subject |
Dyslexia |
|
dc.subject |
Dyslexia |
|
dc.subject |
Experimental phonetics |
|
dc.subject |
Experimental phonetics |
|
dc.subject |
Italian L2 |
|
dc.subject |
Italian L2 |
|
dc.subject |
Learning disorders |
|
dc.subject |
Learning disorders |
|
dc.subject |
Phonology |
|
dc.subject |
Phonology |
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