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L’apprendimento linguistico cooperativo in contesti plurilingui

Strategie dell’apprendente e dell’insegnante

Daria Coppola    Università per Stranieri di Perugia, Italia    

Raffaella Moretti    IC «Giorgio La Pira» – Campi Bisenzio, Firenze, Italia    

Lorena Salvati    Università per Stranieri di Perugia, Italia    

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abstract

This article takes into account results from two classroom research projects and analyses validity and effectiveness of dialogical cooperative techniques for plurilingual education. The first experimental study focuses on language learning strategies developed by pupils in plurilingual classrooms, such as translanguaging, repetition, avoidance and metalinguistic strategies, whereas the second study concerns teachers’ strategies in modifying and adapting their talk to support the language learning process of students.

Published
May 24, 2021
Submitted
Oct. 16, 2020
Language
IT
ISBN (PRINT)
978-88-6969-502-5
ISBN (EBOOK)
978-88-6969-501-8

Keywords: Teacher talkModified inputPlurilingual educationCooperative techniquesTranslanguagingLanguage learning strategiesDialogical approach

Copyright: © 2021 Daria Coppola, Raffaella Moretti, Lorena Salvati. 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.