After reflection on the social, cultural and political meanings that plurilingualism assumes today, in the European and national contexts, and on the various ways of realising the right to plurilingualism, also in the light of the recent migratory flow, the article presents the results of a didactic experimentation still in progress, the aim of which is to assess the validity of adopting in multi-ethnic classes plurilingual teaching, based on dialogical techniques, aimed at enriching students’ linguistic repertoire, making more effective the assessment of their linguistic and communicative competence, through plurilingual tests, facilitating intercultural communication and giving visibility to all the languages present in the class.

Parlo cinese, sono toscano, studio l'inglese. Il diritto al plurilinguismo nella scuola multietnica

Coppola Daria
2016

Abstract

After reflection on the social, cultural and political meanings that plurilingualism assumes today, in the European and national contexts, and on the various ways of realising the right to plurilingualism, also in the light of the recent migratory flow, the article presents the results of a didactic experimentation still in progress, the aim of which is to assess the validity of adopting in multi-ethnic classes plurilingual teaching, based on dialogical techniques, aimed at enriching students’ linguistic repertoire, making more effective the assessment of their linguistic and communicative competence, through plurilingual tests, facilitating intercultural communication and giving visibility to all the languages present in the class.
Plurilingualism; Second Language Teaching; Intercultural Communication; Language Testing.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12071/805
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