Building on research results from EU-funded IMPACT-FVG 2018-2020 project, the present article analyses the linguistic repertoire of students with a migratory background in primary and lower secondary schools in the Italian region of Friuli Venezia Giulia. After describing students’ lin-guistic usages in various domains (including the educational one) and in comparison with previous surveys, it observes a tendency towards an in-creasing resort to Italian in relation to a certain number of communicative situations. The contribution then illustrates the hindrances that stand in the way of a full implementation of educational practices aiming at pre-serving and supporting students’ plurilingualism as a means to enhance the process of inclusion of pupils with migratory background into the Ital-ian school system. To overcome those impediments it eventually suggests the importance of appropriate teachers’ training on the sociolinguistic and cultural dimensions related to the preservation of students’ plurilingual repertoires.

Promozione del plurilinguismoin età scolare e inclusione: il progetto IMPACT-FVG 2018-2020

Gianluca Baldo;Federico Salvaggio
2021

Abstract

Building on research results from EU-funded IMPACT-FVG 2018-2020 project, the present article analyses the linguistic repertoire of students with a migratory background in primary and lower secondary schools in the Italian region of Friuli Venezia Giulia. After describing students’ lin-guistic usages in various domains (including the educational one) and in comparison with previous surveys, it observes a tendency towards an in-creasing resort to Italian in relation to a certain number of communicative situations. The contribution then illustrates the hindrances that stand in the way of a full implementation of educational practices aiming at pre-serving and supporting students’ plurilingualism as a means to enhance the process of inclusion of pupils with migratory background into the Ital-ian school system. To overcome those impediments it eventually suggests the importance of appropriate teachers’ training on the sociolinguistic and cultural dimensions related to the preservation of students’ plurilingual repertoires.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11390/1213210
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