L’apprendimento linguistico cooperativo in contesti plurilingui: strategie dell’apprendente e dell’insegnante

This article takes into account results from two classroom research projects and analyses validity and effectiveness of dialogical cooperative techniques for plurilingual education. In particular, 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.