educazione linguistica e bisogni degli alunni (stranieri).
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Abstract
L’articolo focalizza l’attenzione sui bisogni linguistici e comunicativi specifici degli allievi nativi e immigrati, al fine di evidenziare alcuni suggerimenti che è possibile trarne sul piano dell’educazione linguistica, intesa nel senso dell’insegnamento rivolto allo sviluppo e al potenziamento delle abilità linguistico-comunicative, ma anche metalinguistiche, svolto trasversalmente dai docenti di discipline linguistiche e non. Tenendo conto di principi e suggerimenti emersi dalla riflessione glottodidattica e linguistica degli ultimi decenni si forniscono criteri in base ai quali i docenti possono rilevare i bisogni linguistici dei loro allievi, bisogni che si correlano a valenze di carattere comunicativo, pragmatico, espressivo e culturale-matetico, ma che sono anche di natura sociale, relazionale e affettiva, identitaria e psicologica oltre che cognitiva.
The article focuses on the specific linguistic and communicative needs of native and immigrant pupils, in order to draw attention to inspiration that can be gained for general linguistic education, seen as teaching that aims to develop and strengthen linguistic-communicative abilities but also meta-linguistic ones – teaching that is carried out not only by teachers of language but also those of other subjects. Taking into account the principles and inspiration emerging from glottodidactic and linguistic reflections over the past ten years, criteria are provided according to which teachers can identify the linguistic needs of their pupils; these are needs that are inter-correlated in terms of communicative, pragmatic, expressive and cultural-learning needs, but are also of a social, relational, affective and psychological nature and connected with identity.
| Reference Key |
chini2009italianoeducazione
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| Authors | ;Marina Chini |
| Journal | journal of social and clinical psychology |
| Year | 2009 |
| DOI |
10.13130/2037-3597/439
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| URL | |
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