L'impatto percepito di un corso riguardante le strategie di apprendimento linguistico e la didattica plurilingue sulla consapevolezza linguistica multilingue dei docenti
DOI:
https://doi.org/10.21283/2376905X.1.11.2.2977Parole chiave:
CONSAPEVOLEZZA LINGUISTICA MULTILINGUE, DOCENTI IN FORMAZIONE E IN SERVIZIO, STRATEGIE DI APPRENDIMENTO LINGUISTICO, DIDATTICA PLURILINGUE, VALUTAZIONE DELL’IMPATTOAbstract
Varie indagini hanno esplorato gli effetti, sulla cognizione docente, della formazione ai professori di lingue riguardo agli approcci multilingui. Tuttavia, l’impatto della formazione sull’uso della didattica plurilingue per sviluppare strategie di apprendimento linguistico in e tra due o più lingue terze, mentre si promuove la collaborazione tra gli insegnanti, è poco studiato. Questo articolo esplora i cambiamenti nelle convinzioni e nelle pratiche didattiche di un gruppo di docenti, in formazione e in servizio, durante un corso universitario sulle strategie di apprendimento linguistico sia in italiano che in spagnolo come lingue terze e sugli approcci multilingui. L’obiettivo dello studio è quello di comprendere l’impatto della partecipazione al corso sullo sviluppo della consapevolezza linguistica multilingue dei docenti. I dati sono stati raccolti attraverso i diari degli insegnanti e i materiali didattici che hanno prodotto. I risultati confermano l’efficacia della formazione ai docenti sulle strategie di apprendimento linguistico e sull’educazione plurilingue attraverso lo stimolo alla riflessione, lo svolgimento di compiti operativi e la promozione della loro collaborazione.
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