The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on

Basing on the experience gained in the project The plurilingual classroom. Research on linguistic complexity for inclusive teaching, we present some recommendations for action with the aim of reaching an improved knowledge of the plurilingual learners’ linguistic repertoires and to make them visible...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Ilaria Fiorentini, Chiara Gianollo
Formato:	article
Lenguaje:	EN FR IT
Publicado:	University of Bologna 2021
Materias:	plurilingualism linguistic education linguistic heritage learners with a migration background promotion of linguistic repertoires Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/83bd987ea9ed491594c56f8e92e6fd03
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:83bd987ea9ed491594c56f8e92e6fd03
record_format	dspace
spelling	oai:doaj.org-article:83bd987ea9ed491594c56f8e92e6fd032021-11-30T13:47:29ZThe knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on2420-817510.6092/issn.2420-8175/13897https://doaj.org/article/83bd987ea9ed491594c56f8e92e6fd032021-11-01T00:00:00Zhttps://educazione-interculturale.unibo.it/article/view/13897https://doaj.org/toc/2420-8175Basing on the experience gained in the project The plurilingual classroom. Research on linguistic complexity for inclusive teaching, we present some recommendations for action with the aim of reaching an improved knowledge of the plurilingual learners’ linguistic repertoires and to make them visible and promote them in the school activities, in order to enrich the linguistic and intercultural experience of the entire class. By means of questionnaires and semi-structured interviews, teachers can collect useful elements to shape the teaching activities in the context of the plurilingual classroom. The promotion will be the more impactful, the more it will be able to involve all the languages of the classroom in interdisciplinary activities. Thanks to the attention to the dimension of plurilingualism per se, rather than to the individual languages, it will be possible to avoid counterproductive stimuli on individuals who are reluctant to share their experiences and, at the same time, to involve also tendentially monolingual speakers, guiding them to discover the pervasiveness of plurilingualism in society.Ilaria FiorentiniChiara GianolloUniversity of Bolognaarticleplurilingualismlinguistic educationlinguistic heritagelearners with a migration backgroundpromotion of linguistic repertoiresEducationLEducation (General)L7-991ENFRITEducazione Interculturale, Vol 19, Iss 2, Pp 17-32 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR IT
topic	plurilingualism linguistic education linguistic heritage learners with a migration background promotion of linguistic repertoires Education L Education (General) L7-991
spellingShingle	plurilingualism linguistic education linguistic heritage learners with a migration background promotion of linguistic repertoires Education L Education (General) L7-991 Ilaria Fiorentini Chiara Gianollo The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on
description	Basing on the experience gained in the project The plurilingual classroom. Research on linguistic complexity for inclusive teaching, we present some recommendations for action with the aim of reaching an improved knowledge of the plurilingual learners’ linguistic repertoires and to make them visible and promote them in the school activities, in order to enrich the linguistic and intercultural experience of the entire class. By means of questionnaires and semi-structured interviews, teachers can collect useful elements to shape the teaching activities in the context of the plurilingual classroom. The promotion will be the more impactful, the more it will be able to involve all the languages of the classroom in interdisciplinary activities. Thanks to the attention to the dimension of plurilingualism per se, rather than to the individual languages, it will be possible to avoid counterproductive stimuli on individuals who are reluctant to share their experiences and, at the same time, to involve also tendentially monolingual speakers, guiding them to discover the pervasiveness of plurilingualism in society.
format	article
author	Ilaria Fiorentini Chiara Gianollo
author_facet	Ilaria Fiorentini Chiara Gianollo
author_sort	Ilaria Fiorentini
title	The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on
title_short	The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on
title_full	The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on
title_fullStr	The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on
title_full_unstemmed	The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on
title_sort	knowledge and promotion of linguistic heritages in the plurilingual classroom. guidelines from primary schools on
publisher	University of Bologna
publishDate	2021
url	https://doaj.org/article/83bd987ea9ed491594c56f8e92e6fd03
work_keys_str_mv	AT ilariafiorentini theknowledgeandpromotionoflinguisticheritagesintheplurilingualclassroomguidelinesfromprimaryschoolson AT chiaragianollo theknowledgeandpromotionoflinguisticheritagesintheplurilingualclassroomguidelinesfromprimaryschoolson AT ilariafiorentini knowledgeandpromotionoflinguisticheritagesintheplurilingualclassroomguidelinesfromprimaryschoolson AT chiaragianollo knowledgeandpromotionoflinguisticheritagesintheplurilingualclassroomguidelinesfromprimaryschoolson
_version_	1718406515306528768

The knowledge and promotion of linguistic heritages in the plurilingual classroom. Guidelines from primary schools on

Ejemplares similares