Collana | SAIL
Miscellanea | Educazione linguistica inclusiva
Capitolo | 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.
Presentato: 27 Maggio 2020 | Pubblicato 23 Febbraio 2021 | Lingua: it
Keywords Inclusion • Communicative competence • Educational linguistics • Disadvantaged contexts • Plurilingualism • Language education
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
Sezione 1 • Questioni teoriche e riflessioni interdisciplinari
Sezione 2 • La formazione degli insegnanti
Sezione 3 • Ricerche, percorsi e strumenti per la glottodidattica inclusiva
Sezione 3 • L’inclusione degli alunni stranieri
Sezione 5 • L’inclusione di studenti con bisogni speciali
DC Field | Value |
---|---|
dc.identifier |
ECF_chapter_4637 |
dc.contributor.author |
Benucci Antonella |
dc.title |
Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati’ |
dc.type |
Capitolo |
dc.language.iso |
it |
dc.description.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. |
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.it/it/edizioni4/libri/978-88-6969-477-6/translanguaging-intercomprensione-e-didattica-incl/ |
dc.identifier.doi |
10.30687/978-88-6969-477-6/002 |
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 |
Communicative competence |
dc.subject |
Communicative competence |
dc.subject |
Disadvantaged contexts |
dc.subject |
Disadvantaged contexts |
dc.subject |
Educational linguistics |
dc.subject |
Educational linguistics |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
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