This work aims at describing the results drawn from a large corpus of data collected in a research project named “L’AltRoparlante”, carried out in 2017 in two multilingual schools in Italy. Along with the implementation of this project, different translanguaging-based activities (García & Li Wei 2014) were conducted in multilingual, superdiverse classes, in order to encourage the use of children’s linguistic repertoires (Creese & Blackledge 2015) as well as to promote an inclusive pedagogy. Data were gathered through ethnographic fieldwork and interviews, and successively analyzed with NVivo 11 Pro, applying the principles of the Grounded Theory (Charmaz 2006). Results from semi-structured interviews conducted with the teachers involved in the project will be introduced and analyzed in this work.
Il translanguaging come strumento efficace per la gestione delle classi plurilingui: il progetto “L'AltRoparlante”
Carbonara V;Scibetta A
2018-01-01
Abstract
This work aims at describing the results drawn from a large corpus of data collected in a research project named “L’AltRoparlante”, carried out in 2017 in two multilingual schools in Italy. Along with the implementation of this project, different translanguaging-based activities (García & Li Wei 2014) were conducted in multilingual, superdiverse classes, in order to encourage the use of children’s linguistic repertoires (Creese & Blackledge 2015) as well as to promote an inclusive pedagogy. Data were gathered through ethnographic fieldwork and interviews, and successively analyzed with NVivo 11 Pro, applying the principles of the Grounded Theory (Charmaz 2006). Results from semi-structured interviews conducted with the teachers involved in the project will be introduced and analyzed in this work.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
