Integrating Translanguaging Pedagogy into Italian Primary Schools: Implications for Language Practices and Children's Empowerment

Autor/inn/en	Carbonara, Valentina; Scibetta, Andrea
Titel	Integrating Translanguaging Pedagogy into Italian Primary Schools: Implications for Language Practices and Children's Empowerment
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 3, S.1049-1069 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carbonara, Valentina) ORCID (Scibetta, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1742648
Schlagwörter	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; Italy + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Projektforschung; Italienisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Sprachgebrauch; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Dialect; Dialekt; Immigrant; Immigrantin; Immigranten; Italien
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01