English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts
DOI:
https://doi.org/10.21283/2376905X.1.9.2.279Parole chiave:
Didattica della lingua inglese, Inglese come lingua franca, Giovani apprendenti, Focus group, Analisi qualitativaAbstract
Da oltre venticinque anni l'insegnamento della lingua inglese è stato introdotto nelle scuole primarie di tutto il mondo in età sempre più precoce. In particolare in contesto europeo sono stati condotti molti studi sui giovani apprendenti direttamente coinvolti nell'attuazione di questa politica. Il Progetto Erasmus+ ENRICH – finalizzato alla promozione delle competenze degli insegnanti necessarie a rispondere alle sfide che le classi multilingui pongono in tutta Europa – ha esplorato pratiche di insegnamento e apprendimento in cinque Paesi in cui docenti di lingua inglese insegnano a studenti provenienti da diversi contesti linguistici e culturali e ha indagato i bisogni degli studenti (ragazzi/e e adolescenti), la loro consapevolezza e comprensione di nuove forme di comunicazione e di apprendimento attraverso l'inglese. Il punto focale della presente ricerca si colloca sui dati raccolti attraverso una serie di focus group durante i quali oltre 100 partecipanti, di età compresa tra gli 11 e 13 anni, sono stati invitati a considerare il loro ruolo di studenti e utenti di inglese, fornendo opinioni personali e riflessioni sulle loro esperienze di apprendimento. L'analisi del discorso ha messo in luce le posizioni dei giovani studenti sulla didattica dell’inglese e sul ruolo di questo in contesti multilingui.
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