Journal | EL.LE
Monographic journal issue | 9 | 2 | 2020
Research Article | Racconto e inclusione in contesto edulinguistico
Racconto e inclusione in contesto edulinguistico
Abstract
The following pages report on a classroom experience with English L2 students at postgraduate level. The idea of setting up a creative writing project emerged as a response to the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole. The key was the ancestral value of narration as a tool for the building and transmission of knowledge which allowed to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure. After a review of the founding concepts of inclusion and creative writing, a description of the learning path will follow, as well as a critical reflection on the results obtained.
Submitted: June 22, 2020 | Accepted: Aug. 25, 2020 | Published Sept. 30, 2020 | Language: it
Keywords Language Inclusion • Educational Linguistics • Language Learning • Narrative
Copyright © 2020 Bruna Di Sabato. 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/ELLE/2280-6792/2020/02/006
