Series | SAIL
Edited book | Inclusive Linguistic Education
Chapter | Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati’

Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati’

Abstract

The aim of this paper is to propose a reflection on three concepts – translanguaging, inter-comprehension, inclusion – apparently unrelated to each other, trying to establish interconnections for the linguistic integration of migrant subjects, considered ‘disadvantaged’. In fact, many widespread social representations and some L2 learning/teaching practices are opposed, in favour of mimicry and monolingualism, to any manifestation of diversity, plurality, non-conflicting coexistence respecting otherness. Instead, didactic practices based on the recognition of translanguaging and intercomprehensive approaches can constitute a concrete tool of inclusion.


Open access

Submitted: May 27, 2020 | Published Feb. 23, 2021 | Language: it

Keywords Communicative competence • Plurilingualism • Educational linguistics • Inclusion • Language education • Disadvantaged contexts

Copyright © 2021 Antonella Benucci. 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/10.30687/978-88-6969-477-6/002


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