Intercomprensione e inclusione nella scuola primaria

A teaching experience aimed at spreading an inclusive-oriented approach to intercomprehension (or IC) in primary schools is described and discussed in this article. In detail, its goal is to monitor listening comprehension and meaning recognition of Italian-speaking students (68 pupils) in two fo...

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Autores principales:	Leone, Paola, Fiorenza, Elisa
Formato:	article
Lenguaje:	EN IT
Publicado:	Edizioni Ca’ Foscari 2021
Materias:	Intercomprehension. Inclusive pedagogy. Young learners. Dyslexia. Listening. Metacognitive knowledge. L2. Related languages. Language. Linguistic theory. Comparative grammar P101-410
Acceso en línea:	https://doaj.org/article/c669287d450c4ad1b09c34c66548543f
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spelling	oai:doaj.org-article:c669287d450c4ad1b09c34c66548543f2021-11-30T09:34:39ZIntercomprensione e inclusione nella scuola primaria2280-679210.30687/ELLE/2280-6792/2021/02/004https://doaj.org/article/c669287d450c4ad1b09c34c66548543f2021-07-01T00:00:00Zhttps://edizionicafoscari.unive.it4/riviste/elle/2021/2/intercomprensione-e-inclusione-nella-scuola-primar/https://doaj.org/toc/2280-6792 A teaching experience aimed at spreading an inclusive-oriented approach to intercomprehension (or IC) in primary schools is described and discussed in this article. In detail, its goal is to monitor listening comprehension and meaning recognition of Italian-speaking students (68 pupils) in two foreign Romance languages, while testing accessible learning materials, adapted for the needs of dyslexic children. In order to accomplish this goal, the story Tommaso e l’anguria by Mauro Scarpa (2019) is presented in Spanish and French, supported by images in kamishibai format, and children are asked to express their metacognitive knowledge about listening in L2. Data analysis is based on two post-listening monitoring activities and is primarily quantitative. Results show that the young learners understood the global meaning of the story; moreover, they recognised the meaning of more than 50% of the words in Spanish, while in French the percentage was lower. Although the young learner with dyslexia successfully completed all pedagogical tasks, results show that some graphic changes in the paper lexical recognition test are required. The analysis thus confirms the inclusive potential of the intercomprehension-based approach based on the development of L2 oral skills in primary school. Leone, PaolaFiorenza, ElisaEdizioni Ca’ FoscariarticleIntercomprehension. Inclusive pedagogy. Young learners. Dyslexia. Listening. Metacognitive knowledge. L2. Related languages.Language. Linguistic theory. Comparative grammarP101-410ENITEducazione Linguistica Language Education, Vol 10, Iss 2, Pp - (2021)
institution	DOAJ
collection	DOAJ
language	EN IT
topic	Intercomprehension. Inclusive pedagogy. Young learners. Dyslexia. Listening. Metacognitive knowledge. L2. Related languages. Language. Linguistic theory. Comparative grammar P101-410
spellingShingle	Intercomprehension. Inclusive pedagogy. Young learners. Dyslexia. Listening. Metacognitive knowledge. L2. Related languages. Language. Linguistic theory. Comparative grammar P101-410 Leone, Paola Fiorenza, Elisa Intercomprensione e inclusione nella scuola primaria
description	A teaching experience aimed at spreading an inclusive-oriented approach to intercomprehension (or IC) in primary schools is described and discussed in this article. In detail, its goal is to monitor listening comprehension and meaning recognition of Italian-speaking students (68 pupils) in two foreign Romance languages, while testing accessible learning materials, adapted for the needs of dyslexic children. In order to accomplish this goal, the story Tommaso e l’anguria by Mauro Scarpa (2019) is presented in Spanish and French, supported by images in kamishibai format, and children are asked to express their metacognitive knowledge about listening in L2. Data analysis is based on two post-listening monitoring activities and is primarily quantitative. Results show that the young learners understood the global meaning of the story; moreover, they recognised the meaning of more than 50% of the words in Spanish, while in French the percentage was lower. Although the young learner with dyslexia successfully completed all pedagogical tasks, results show that some graphic changes in the paper lexical recognition test are required. The analysis thus confirms the inclusive potential of the intercomprehension-based approach based on the development of L2 oral skills in primary school.
format	article
author	Leone, Paola Fiorenza, Elisa
author_facet	Leone, Paola Fiorenza, Elisa
author_sort	Leone, Paola
title	Intercomprensione e inclusione nella scuola primaria
title_short	Intercomprensione e inclusione nella scuola primaria
title_full	Intercomprensione e inclusione nella scuola primaria
title_fullStr	Intercomprensione e inclusione nella scuola primaria
title_full_unstemmed	Intercomprensione e inclusione nella scuola primaria
title_sort	intercomprensione e inclusione nella scuola primaria
publisher	Edizioni Ca’ Foscari
publishDate	2021
url	https://doaj.org/article/c669287d450c4ad1b09c34c66548543f
work_keys_str_mv	AT leonepaola intercomprensioneeinclusionenellascuolaprimaria AT fiorenzaelisa intercomprensioneeinclusionenellascuolaprimaria
_version_	1718406709501755392

Intercomprensione e inclusione nella scuola primaria

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