Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento

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Campo DC	Valore
dc.identifier	ECF_chapter_4649
dc.contributor.author	Mayr Gisela
dc.title	Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento interculturale e di inclusione sociale
dc.type	Capitolo
dc.language.iso	it
dc.description.abstract	Failing to acknowledge the presence of cultural and linguistic diversity within the scholastic institution, alongside with its monolingual habitus, causes the marginalization of entire groups of learners, whose effective and active participation in the democratic process of learning is prevented. The creation of plurilingual tasks to the contrary aims at promoting intercultural competence and inclusion, both of which can only be initiated, if all languages and cultures present within the learner group are included in the learning process. The present qualitative study aims at identifying emergent forms of inclusive and intercultural learning in such plurilingual task-based learning settings.
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.unive.it/it/edizioni4/libri/978-88-6969-477-6/il-task-plurilingue-uno-strumento-didattico-per-la/
dc.identifier.doi	10.30687/978-88-6969-477-6/014
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	Inclusion
dc.subject	Inclusion
dc.subject	Intercultural learning
dc.subject	Intercultural learning
dc.subject	Mediation
dc.subject	Mediation
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Plurilingual task
dc.subject	Plurilingual task

Capitolo
open access

Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento interculturale e di inclusione sociale

Gisela Mayr Libera Università di Bolzano, Italia

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abstract

Failing to acknowledge the presence of cultural and linguistic diversity within the scholastic institution, alongside with its monolingual habitus, causes the marginalization of entire groups of learners, whose effective and active participation in the democratic process of learning is prevented. The creation of plurilingual tasks to the contrary aims at promoting intercultural competence and inclusion, both of which can only be initiated, if all languages and cultures present within the learner group are included in the learning process. The present qualitative study aims at identifying emergent forms of inclusive and intercultural learning in such plurilingual task-based learning settings.

Pubblicato

23 Febbraio 2021

Presentato

27 Maggio 2020

Lingua

ISBN (EBOOK)

978-88-6969-477-6

Keywords: Inclusion • Plurilingual task • Multilingualism • Mediation • Intercultural learning

permalink: http://doi.org/10.30687/978-88-6969-477-6/014

Copyright: © 2021 Gisela Mayr. 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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