Series | SAIL
Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
Chapter | L’apprendimento linguistico cooperativo in contesti plurilingui

L’apprendimento linguistico cooperativo in contesti plurilingui

Strategie dell’apprendente e dell’insegnante

Abstract

This article takes into account results from two classroom research projects and analyses validity and effectiveness of dialogical cooperative techniques for plurilingual education. The first experimental study focuses on language learning strategies developed by pupils in plurilingual classrooms, such as translanguaging, repetition, avoidance and metalinguistic strategies, whereas the second study concerns teachers’ strategies in modifying and adapting their talk to support the language learning process of students.


Open access

Submitted: Oct. 16, 2020 | Published May 24, 2021 | Language: it

Keywords Cooperative techniques • Dialogical approach • Modified input • Teacher talk • Plurilingual education • Language learning strategies • Translanguaging

Copyright © 2021 Daria Coppola, Raffaella Moretti, Lorena Salvati. 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/10.30687/978-88-6969-501-8/014


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