Rivista | EL.LE
Fascicolo | 7 | 3 | 2018
Articolo | Tratti di plusdotazione negli apprendenti di italiano come L2
Tratti di plusdotazione negli apprendenti di italiano come L2
Abstract
Giftedness in foreign learners is not easily recognised (Kitano, Espinosa 1995). Immigrants with giftedness, in the school context, are often considered more as needing support in learning the new language rather than as pupils with great potential (Harris 2009). In the case presented here, the teacher responds only to the need to understand a new word, leaving out the curiosity of the pupil from Eritrea, on a mathematical calculation. His attitude shows how disproportionately didactic action tends to focus on gaps rather than attitudes. We propose a series of language teaching tips to identify some traits of giftedness in Italian learners like second language (L2), using some theories on inter-language. The objective is to support language teachers in teaching differentiation, stimulating in them reflections on the learning needs of immigrant pupils, such as to suggest some traits of giftedness.
Presentato: 30 Maggio 2018 | Accettato: 30 Agosto 2018 | Pubblicato 07 Giugno 2019 | Lingua: it
Keywords Apprendimento italiano L2 • Plusdotazione • Glottodidattica
Copyright © 2018 Martina Brazzolotto. 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/2280-6792/2018/21/002
