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Research Article

Racconto e inclusione in contesto edulinguistico


Bruna Di Sabato    Università degli Studi Suor Orsola Benincasa di Napoli, Italia    


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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.

Keywords: Educational Linguistics. Language Inclusion. Narrative. Language Learning.

Language: it

Submitted: June 22, 2020
Accepted: Aug. 25, 2020
Published: Sept. 30, 2020

permalink: http://doi.org/10.30687/ELLE/2280-6792/2020/02/006

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

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