APPRENDIMENTO DELLE LINGUE E BISOGNI SPECIALI: METAFORE DEL SÉ E DELL’ALTRO IN UN GRUPPO DI STUDENTI UNIVERSITARI
DOI:
https://doi.org/10.54103/2037-3597/20428Abstract
Questo contributo presenta i risultati di uno studio sul modo in cui vengono concettualizzati gli apprendenti con e senza bisogni speciali nell’ambito di una serie di interviste rivolte ad un gruppo di futuri insegnanti (alcuni dei quali essi stessi portatori di bisogni speciali) iscritti alla Laurea Magistrale internazionale in Language Sciences and Cultural Studies for Special Needs presso l’Università di Parma. In particolare, la ricerca si focalizza sulle metafore concettuali emerse naturalmente nei discorsi degli intervistati nel riferirsi a se stessi, alle persone con bisogni speciali, nonché al processo di apprendimento linguistico e all’ambiente-classe. I risultati suggeriscono che i bisogni speciali tendono ad essere concettualizzati in opposizione al profilo prototipico del “bravo apprendente di lingue”, e descritti in termini di “problemi” e “ostacoli” che limitano l’agentività degli apprendenti con bisogni speciali. I risultati vengono discussi alla luce della letteratura scientifica esistente, e nella sezione conclusiva si propongono possibili direzioni future e proposte per migliorare i disegni di ricerca in quest’ambito.
Language learning and special needs: metaphors of self and of other in a group of university students
The present paper presents the results of a research study on the beliefs and conceptualization of language learners with and without special needs emerging from a set of interviews administered to a group of prospective teachers (some of whom with special needs themselves) attending the international Master’s Degree in Language Sciences and Cultural Studies for Special Needs at the University of Parma. In particular, the study focuses on the conceptual metaphors naturally occurring in the interviewees discourses while referring to themselves, people with special needs, as well as the language learning process and the classroom environment. The results suggest that special needs tend to be conceptualised as opposed to the prototypical “good language learner” profile, and referred to in terms of “problems” and “obstacles” which prevents special needs learner’s agentivity. The results are discussed in light of the existing literature review, and future directions and proposals for improving research designs in this field are suggested.
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