دورية أكاديمية
Integrating Translanguaging Pedagogy into Italian Primary Schools: Implications for Language Practices and Children's Empowerment
| العنوان: | Integrating Translanguaging Pedagogy into Italian Primary Schools: Implications for Language Practices and Children's Empowerment |
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| اللغة: | English |
| المؤلفون: | Carbonara, Valentina (ORCID |
| المصدر: | International Journal of Bilingual Education and Bilingualism. 2022 25(3):1049-1069. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Code Switching (Language), Native Language, Multilingualism, Action Research, Italian, Second Language Learning, Second Language Instruction, Foreign Countries, Language Usage, Educational Policy, Language of Instruction, Student Attitudes, Teaching Methods, Kindergarten, Elementary School Students, Middle School Students, Dialects, Immigrants |
| مصطلحات جغرافية: | Italy |
| DOI: | 10.1080/13670050.2020.1742648 |
| تدمد: | 1367-0050 |
| مستخلص: | The present contribution aims at describing the main phases of implementation of a Transformative Action-Research project named 'L'AltRoparlante'. This project began in school year 2016/2017 and is still being implemented in five Italian multilingual schools. Its main purpose is to acknowledge students' individual and collective multilingual repertoires through a translanguaging pedagogy. First, we will provide an overview about the current situation of educational and language policy in Italy, mostly focusing on the tension between monolingualism and plurilingualism in schools. After that, the European concept of plurilingualism and translanguaging will be analyzed in relation to the debate regarding 'named languages'. In the second part, attention will be dedicated to the analysis of 71 focus groups conducted with the children involved in the 'L'AltRoparlante' project. The research questions which guided the analysis concern pupils' language uses and attitudes before and after the integration of translanguaging pedagogy at a curricular level. The results show the emergence of empowerment dynamics among students and the legitimization of more flexible multilingual practices. The main implications are related to the need for a better understanding of inclusivity in the Italian school system. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1335183 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1367-0050 |
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| DOI: | 10.1080/13670050.2020.1742648 |