Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level

In this contribution, we present a reflection on the adaptation of the disciplinary text in lower secondary school explicitly linked to the theme of inclusion in the multilingual class. The adaptation of school texts, usually carried out by teachers as a response for migrant background learners and...

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Autor principal:	Susana Benavente Ferrera
Formato:	article
Lenguaje:	EN FR IT
Publicado:	University of Bologna 2021
Materias:	accessibility disciplinary textbook multilingual class inclusion teacher training Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/968ea361d4774caaa5fa592e293acab3
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id	oai:doaj.org-article:968ea361d4774caaa5fa592e293acab3
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spelling	oai:doaj.org-article:968ea361d4774caaa5fa592e293acab32021-11-30T13:47:29ZBuilding accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level2420-817510.6092/issn.2420-8175/13909https://doaj.org/article/968ea361d4774caaa5fa592e293acab32021-11-01T00:00:00Zhttps://educazione-interculturale.unibo.it/article/view/13909https://doaj.org/toc/2420-8175In this contribution, we present a reflection on the adaptation of the disciplinary text in lower secondary school explicitly linked to the theme of inclusion in the multilingual class. The adaptation of school texts, usually carried out by teachers as a response for migrant background learners and students with limited language skills who face difficulties in understanding school books, is reformulated to become a functional resource for inclusion that involves the whole class in the operations of facilitation and simplification of the text itself. The article aims to illustrate the strengths and weaknesses of the adaptation interventions of the disciplinary text in the context of plurilingual education. The perception of trainee teachers about the applicability of these interventions in an inclusive perspective in the multilingual class will then be presented and followed by some examples from the proposals developed by trainee teachers. In conclusion, future lines of actions will be envisaged aimed at raising awareness of inclusive language education in multilingual contexts.Susana Benavente FerreraUniversity of Bolognaarticleaccessibilitydisciplinary textbookmultilingual classinclusionteacher trainingEducationLEducation (General)L7-991ENFRITEducazione Interculturale, Vol 19, Iss 2, Pp 176-192 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR IT
topic	accessibility disciplinary textbook multilingual class inclusion teacher training Education L Education (General) L7-991
spellingShingle	accessibility disciplinary textbook multilingual class inclusion teacher training Education L Education (General) L7-991 Susana Benavente Ferrera Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
description	In this contribution, we present a reflection on the adaptation of the disciplinary text in lower secondary school explicitly linked to the theme of inclusion in the multilingual class. The adaptation of school texts, usually carried out by teachers as a response for migrant background learners and students with limited language skills who face difficulties in understanding school books, is reformulated to become a functional resource for inclusion that involves the whole class in the operations of facilitation and simplification of the text itself. The article aims to illustrate the strengths and weaknesses of the adaptation interventions of the disciplinary text in the context of plurilingual education. The perception of trainee teachers about the applicability of these interventions in an inclusive perspective in the multilingual class will then be presented and followed by some examples from the proposals developed by trainee teachers. In conclusion, future lines of actions will be envisaged aimed at raising awareness of inclusive language education in multilingual contexts.
format	article
author	Susana Benavente Ferrera
author_facet	Susana Benavente Ferrera
author_sort	Susana Benavente Ferrera
title	Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
title_short	Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
title_full	Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
title_fullStr	Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
title_full_unstemmed	Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
title_sort	building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level
publisher	University of Bologna
publishDate	2021
url	https://doaj.org/article/968ea361d4774caaa5fa592e293acab3
work_keys_str_mv	AT susanabenaventeferrera buildingaccessibilitytothedisciplinarytextaninclusiveresourceinmultilingualclassesatthelowersecondaryschoollevel
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Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level

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