Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education

Many European language policy documents have long confirmed the importance of adopting a plurilingual and intercultural perspective in teaching, which could foster inclusion and promote an understanding of linguistic and cultural diversity. After comparing the European notion of plurilingual and int...

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Autor principal:	Edith Cognigni
Formato:	article
Lenguaje:	EN FR IT
Publicado:	University of Bologna 2021
Materias:	plurilingualism plurilingual education pluralistic approaches translanguaging inclusion Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/53648f6f7c344c26a7ad96ca0894375e
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spelling	oai:doaj.org-article:53648f6f7c344c26a7ad96ca0894375e2021-11-30T13:47:30ZEducating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education2420-817510.6092/issn.2420-8175/13896https://doaj.org/article/53648f6f7c344c26a7ad96ca0894375e2021-11-01T00:00:00Zhttps://educazione-interculturale.unibo.it/article/view/13896https://doaj.org/toc/2420-8175Many European language policy documents have long confirmed the importance of adopting a plurilingual and intercultural perspective in teaching, which could foster inclusion and promote an understanding of linguistic and cultural diversity. After comparing the European notion of plurilingual and intercultural education with the Italian one of democratic linguistic education, the paper discusses the most suitable teaching approaches for the enhancement of plurilingual repertoires in the Italian school, highlighting their points of contact and specificities. The goal is to show how plurilingualism can become an educational and cognitive resource for the benefit of the whole class, as well as an object for enhancing the individual and his/her language biography. The paper thus seeks to propose a possible Italian way of approaching to plurilingual education, capable of benefiting from the historical and sociolinguistic heritage of our country but in continuity with the educational language policies of the European Union. Being conceived in the broadest sense, plurilingualism thus becomes a ground for comparison and mutual (re)cognition in which all languages and varieties of languages in the classroom acquire dignity and value.Edith CognigniUniversity of Bolognaarticleplurilingualismplurilingual educationpluralistic approachestranslanguaginginclusionEducationLEducation (General)L7-991ENFRITEducazione Interculturale, Vol 19, Iss 2, Pp 5-16 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR IT
topic	plurilingualism plurilingual education pluralistic approaches translanguaging inclusion Education L Education (General) L7-991
spellingShingle	plurilingualism plurilingual education pluralistic approaches translanguaging inclusion Education L Education (General) L7-991 Edith Cognigni Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education
description	Many European language policy documents have long confirmed the importance of adopting a plurilingual and intercultural perspective in teaching, which could foster inclusion and promote an understanding of linguistic and cultural diversity. After comparing the European notion of plurilingual and intercultural education with the Italian one of democratic linguistic education, the paper discusses the most suitable teaching approaches for the enhancement of plurilingual repertoires in the Italian school, highlighting their points of contact and specificities. The goal is to show how plurilingualism can become an educational and cognitive resource for the benefit of the whole class, as well as an object for enhancing the individual and his/her language biography. The paper thus seeks to propose a possible Italian way of approaching to plurilingual education, capable of benefiting from the historical and sociolinguistic heritage of our country but in continuity with the educational language policies of the European Union. Being conceived in the broadest sense, plurilingualism thus becomes a ground for comparison and mutual (re)cognition in which all languages and varieties of languages in the classroom acquire dignity and value.
format	article
author	Edith Cognigni
author_facet	Edith Cognigni
author_sort	Edith Cognigni
title	Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education
title_short	Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education
title_full	Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education
title_fullStr	Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education
title_full_unstemmed	Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education
title_sort	educating to linguistic and cultural diversity at school: proposals for an “italian way” to plurilingual education
publisher	University of Bologna
publishDate	2021
url	https://doaj.org/article/53648f6f7c344c26a7ad96ca0894375e
work_keys_str_mv	AT edithcognigni educatingtolinguisticandculturaldiversityatschoolproposalsforanitalianwaytoplurilingualeducation
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Educating to linguistic and cultural diversity at school: proposals for an “Italian way” to plurilingual education

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