LANGUAGE TEACHER COGNITION E ANALISI DELL’INTERAZIONE: UNO STUDIO DI CASO CORPUS-BASED NELL’AMBITO DELL’EDUCAZIONE LINGUISTICA INCLUSIVA
DOI:
https://doi.org/10.54103/2037-3597/20427Abstract
In questo contributo si presenteranno gli esiti di una ricerca corpus-based sul linguaggio utilizzato dagli educatori nell’ambito dello scenario interattivo previsto dalla prova orale della Certificazione di Esperto dell’Apprendimento Linguistico, una certificazione delle competenze glottodidattiche inclusive istituita dall’Università di Parma. L’obiettivo della ricerca, che si colloca nell’ambito della Teacher Cognition e si avvale degli strumenti concettuali dell’analisi del discorso, consiste nel comprendere in quale modo vengono concettualizzati gli apprendenti con Bisogni Linguistici Specifici proprio da coloro che intendono proporsi come figure educative specializzate nei processi di inclusione. Gli esiti della ricerca, oltre ad avere ricadute interessanti sulla validazione del disegno certificatorio stesso, suggeriscono le potenzialità dei corpora per indagare le concettualizzazioni degli educatori linguistici.
Language teacher cognition and interaction analysis: a corpus-based case study in inclusive language education
The present paper discusses the results of a corpus-based research study on the language used by educators within the interactive scenario that characterises the oral task of the “Certificazione di Esperto dell’Apprendimento Linguistico” (University of Parma), an academic exam that certifies the professional competences in the area of inclusive language education. The research lies in the field of Teacher Cognition and makes use of the tools of Discourse Analysis to investigate how learners with Specific Language Needs are conceptualised by those educators who are specializing in inclusive teaching practices. The results provide interesting insights on the certification design and highlight the potential of corpus analysis to investigate language educators’ conceptualisations.
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