La co-partecipazione formativa come via per integrare gli approcci plurali nell'educazione linguistica.

Un caso di studio in una scuola primaria italiana

Abstract

In a co-participatory training project involving teachers and researchers (NEW-ABC), this article illustrates the co-design process of an éveil aux langues activity (Candelier et al., 2012) conducted by an Italian language teacher in a multilingual class of a primary school in Turin. It also discusses the shifts in perspective this experience prompted in the teacher. The experimentation led the teacher to adopt an approach to teaching metalinguistic reflection more oriented toward inductive reasoning rather than merely acquiring metalinguistic notions. Furthermore, the teacher recognized that reflection on unknown languages can serve not only as an effective tool for students with lower proficiency in Italian but also as a beneficial educational opportunity for the entire class.