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.

Translanguaging, intercomprensione e didattica inclusiva in contesti ‘svantaggiati'

Benucci A
2021-01-01

Abstract

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.
2021
978-88-6969-460-8
Educational linguistics
Plurilingualism
Inclusion
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.14091/2076
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