The present paper analyses multilingual practices in the primary schools of Bologna (Italy). More specifically, we investigate the linguistic repertoires of a sample of 78 students, as well as their self-assessments of their reading-writing skills. The analysis is based on a questionnaire administered in 11 highly multilingual classrooms, in which at least 60% of the students spoke more than one language. The results show that, on the one hand, Italian is indicated as part of the linguistic repertoire by almost all the interviewees; on the other hand, the majority of the students reported to have high-level reading-writing skills in Italian, regardless of the composition of their linguistic repertoire. Finally, we present the preliminary results of a writing task in Italian that we administered to a sub- sample of students, in order to verify the impact of multilingualism on writing skills through the comparison between the written production of multilingual and monolingual speakers.

Fiorentini, I., Gianollo, C. (2021). L'alfabetizzazione nella classe plurilingue. Un'indagine a Bologna. LINGUE E LINGUAGGI, 41(Special issue "Alfabetizzazione come pratica di cittadinanza: teorie, modelli e didattica inclusiva", a cura di Giuliana Fiorentino, Elvio Ceci, Cinzia Citraro, Antonio Montinaro), 215-232 [10.1285/i22390359v41p215].

L'alfabetizzazione nella classe plurilingue. Un'indagine a Bologna

Fiorentini, Ilaria;Gianollo, Chiara
2021

Abstract

The present paper analyses multilingual practices in the primary schools of Bologna (Italy). More specifically, we investigate the linguistic repertoires of a sample of 78 students, as well as their self-assessments of their reading-writing skills. The analysis is based on a questionnaire administered in 11 highly multilingual classrooms, in which at least 60% of the students spoke more than one language. The results show that, on the one hand, Italian is indicated as part of the linguistic repertoire by almost all the interviewees; on the other hand, the majority of the students reported to have high-level reading-writing skills in Italian, regardless of the composition of their linguistic repertoire. Finally, we present the preliminary results of a writing task in Italian that we administered to a sub- sample of students, in order to verify the impact of multilingualism on writing skills through the comparison between the written production of multilingual and monolingual speakers.
2021
Fiorentini, I., Gianollo, C. (2021). L'alfabetizzazione nella classe plurilingue. Un'indagine a Bologna. LINGUE E LINGUAGGI, 41(Special issue "Alfabetizzazione come pratica di cittadinanza: teorie, modelli e didattica inclusiva", a cura di Giuliana Fiorentino, Elvio Ceci, Cinzia Citraro, Antonio Montinaro), 215-232 [10.1285/i22390359v41p215].
Fiorentini, Ilaria; Gianollo, Chiara
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/793459
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