L’uso dello schoolscape in classi plurilingui. Accrescere la consapevolezza dei docenti tramite protocolli di auto-osservazione

This research investigates the use of the schoolscape by 26 teachers with specific training in pluralistic approaches and translanguaging pedagogy. Some teachers completed a daily self-observation grid for 10 consecutive weeks. Subsequently, they were interviewed to delve into attitudes, ideologies, and strategies related to the use of the schoolscape. The analysis highlights that interaction with the plurilingual-semiotic space occurs along different trajectories, involving teachers, emerging bilingual students, and Italian-speaking students in various ways, with diverse linguistic combinations. The schoolscape is used to trigger plurilingual interactive exchanges and to mediate the co-construction of meanings, thus encouraging students, including newcomers, to actively participate according to their linguistic and multimodal competencies. The study's implications concern both educational practices, with concrete and sustainable examples of using the schoolscape to value plurilingualism in the classroom, and the methodological level, particularly regarding the role of teachers as active and critical observers.