A scuola, in piattaforma: lo sviluppo delle competenze in lingua straniera durante il Covid

Elisa Lupetti


In the last few years, teaching has been the focus of many debates. In March 2020, the arrival of the pandemic has further affected the learning path: students and teachers had to create new spaces, new methodologies and new relationships. A new school was born with the aim of ensuring pedagogical continuity. The difficulties were not lacking, the adaptation to digital tools was not easy for everyone. Now, three years later, thanks to scientific publications, we can identify the limits and the strengths of the teaching strategies used in that period; we can also assess the effectiveness of new technologies, still in use in Italian and foreign schools. Often, when we talk about the new technologies, such as the digital tools, the workspaces, the devices, which are part of the life of students and teachers, we consider them as the only functional tool for learning. However, the textbooks or the notebooks, that would seem to be no longer useful, are highly appreciated by students. Obviously, they have changed, but they still accompany learning and support it, to allow a better development of the “digital competence”: tradition and innovation coexist, they complete one another. That’s the reason why teaching French as a foreign language must meet new needs, new learning styles. In order to develop speaking and writing language skills, as required by the CEFR, it is very important to identify inclusive teaching strategies, to encourage the motivation of students, to create an innovative lesson in both the tools and the content. Thus, in the first part of the article, we will analyze the use of digital tools and resources in the classroom; then we will introduce the most frequent methodologies during the quarantine and finally we will present two activities for adolescent students (11-14 years old).

Parole chiave

French teaching; distance learning; flipped classroom; digital tools; competence

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DOI: https://doi.org/10.15162/1970-1861/1901


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