Invia questo articolo per email Una proposta didattica basata sul translanguaging per l’inclusione e il supporto a studenti universitari plurilingui
Abstract
This paper presents some results of an experimental research aimed at observing the impact of translanguaging for university students of immigrant background. A sample of students, paired according to shared language, carried out collaborative reading and writing tasks in academic Italian, in two different sessions. In the first, they were allowed to only use Italian, whereas in the second, they were encouraged to make use of their whole linguistic repertoire, in line with the principles of a translanguaging pedagogy. Such an approach has garnered positive attention among scholars and educators as a way to capitalize on students’ plurilingualism, no longer considered a detriment, on the contrary, an asset for learning, both language and academic content.
Through the analysis of students’ interactions, task resolution and perceptions, elements pointing towards a positive effect of translanguaging were identified. These, combined with well-established guidelines, resources and strategies of a translanguaging pedagogy, contributed to the design of a translanguaging unit hereby presented, which has the goal to support plurilingual students’ inclusion and academic success in higher education.
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DOI: https://doi.org/10.15162/1970-1861/1252
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