Racconto e inclusione in contesto edulinguistico

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DC Field	Value
dc.identifier	ECF_article_3368
dc.title	Racconto e inclusione in contesto edulinguistico
dc.contributor.author	Di Sabato Bruna
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.type	Research Article
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2020/2/racconto-e-inclusione-in-contesto-edulinguistico/
dc.description.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.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 9 \| Issue 2 \| July 2020
dc.issued	2020-09-30
dc.dateAccepted	2020-08-25
dc.dateSubmitted	2020-06-22
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2020/02/006
dc.peer-review	yes
dc.subject	Educational Linguistics
dc.subject	Educational Linguistics
dc.subject	Language Inclusion
dc.subject	Language Inclusion
dc.subject	Language Learning
dc.subject	Language Learning
dc.subject	Narrative
dc.subject	Narrative

Research Article
open access peer reviewed

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.

Published

Sept. 30, 2020

Accepted

Aug. 25, 2020

Submitted

June 22, 2020

Language

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

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

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.

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