Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati'

The aim of this paper is to propose a reflection on three concepts – translanguaging,inter-comprehension, inclusion – apparently unrelated to each other, trying toestablish interconnections for the linguistic integration of migrant subjects, considered‘disadvantaged’. In fact, many widespread social representations and some L2 learning/teaching practices are opposed, in favour of mimicry and monolingualism, to anymanifestation of diversity, plurality, non-conflicting coexistence respecting otherness.Instead, didactic practices based on the recognition of translanguaging and intercomprehensiveapproaches can constitute a concrete tool of inclusion.