DARE SPAZIO A CHI PARLA: L’AUTOBIOGRAFIA LINGUISTICA IN UN PERCORSO DI DIDATTICA LABORATORIALE PER GIOVANI MIGRANTI NEOARRIVATI
DOI:
https://doi.org/10.54103/2037-3597/29077Abstract
Nel presente articolo verrà presentato come la raccolta dell’autobiografia linguistica (AL) possa perdere il suo carattere episodico ed essere tessuta nelle pratiche didattiche organizzate in forma laboratoriale. Aprendo spazi espressivo-narrativi all’interno del gruppo classe, infatti, gli studenti mobilitano i loro repertori plurilingue e iniziano a costruire i loro racconti in diverse modalità, sia nelle attività strutturate che a latere. Questo consente di affiancare il setting dell’intervista in una conduzione flessibile e capace di adattarsi alle attitudini e alle traiettorie narrative scelte dagli intervistati. La sperimentazione a cui si farà riferimento è stata condotta presso la scuola di italiano per stranieri dell’università di Palermo (Itastra) e inserita all’interno del progetto PRIN 2022 FFPSBY “Young new migrants, multilingual spaces and italian non native language between spontaneous and guided learning.” Si tratta del progetto: Sulle ali delle tue lingue, laboratorio linguistico estivo destinato a minori stranieri non accompagnati (MSNA) e giovani migranti neo-arrivati (GMN) non ancora inseriti in percorsi di formazione istituzionali. A una parte introduttiva sulle caratteristiche del gruppo target e sul contesto, seguirà un’esposizione dell’approccio con cui si guarda alle AL come dato linguistico e nella considerazione del loro duplice obiettivo di mettere in relazione il plurilinguismo dei soggetti con il loro percorso migratorio e biografico e – nelle attività di classe – di legittimare e valorizzare le pratiche linguistiche multilingui degli studenti.
Giving space to the speaker: linguistic autobiography in a didactic workshop for young new migrants
In this article, we will present how the collection of linguistic autobiographies (AL) can transcend its episodic nature and be woven into didactic practices organized in a workshop format. By creating expressive-narrative spaces within the classroom group, students engage with their multilingual repertoires and begin to construct their narratives in various ways, both in structured activities and in more informal settings. This approach allows for complementing the interview setting with a flexible conduction that can adapt to the attitudes and narrative trajectories chosen by the interviewees. The experimentation referenced was conducted at the Italian language school for foreigners of the University of Palermo (Itastra) and is part of the PRIN 2022 FFPSBY project “Young new migrants, multilingual spaces, and Italian as a non-native language between spontaneous and guided learning.” Specifically, the project titled “Sulle ali delle tue lingue” (“On the Wings of Your Languages”), a summer linguistic workshop aimed at unaccompanied foreign minors (MSNA) and newly arrived young migrants (GMN) not yet enrolled in formal education pathways, is the focus. The article begins with an introduction to the characteristics of the target group and the context, followed by an exposition of the approach to ALs as linguistic data, with the dual objective of linking individuals' multilingualism to their migratory and biographical journeys, and – in classroom activities – of legitimizing and valuing the students' multilingual linguistic practices.
Downloads
Riferimenti bibliografici
Alim H. S. (2023), “Inventing ‘the White Voice’: Racial Capitalism, Raciolinguistics & Culturally Sustaining Pedagogies”, in Dædalus, the Journal of the American Academy of Arts & Sciences, 152, 3, pp. 147-166.
Alim H. S., Reyes A., Kroskrity P. V. (eds.) (2020), The Oxford Handbook of Language and Race, Oxford University Press, Oxford.
Amenta L., D’Agostino M. (a cura di) (2022), La scuola di lingua italiana per stranieri (ItaStra) dell’università di Palermo, fra ricerca, didattica, formazione, in Italiano LinguaDue, 14, 1: https://riviste.unimi.it/index.php/promoitals/article/view/18484/16276.
Amoruso M., D’Agostino M., Latif Jaralla Y. (a cura di) (2015). Dai barconi all’università. Percorsi di inclusione linguistica per minori stranieri non accompagnati, Scuola di Lingua italiana per Stranieri, Palermo.
Arcuri A., Paternostro G., Pinello V. (2014), “La scrittura autobiografica come strumento di riflessione”, in Arcuri A., Mocciaro E. (a cura di), Verso una didattica linguistica riflessiva. Percorsi di formazione iniziale per insegnanti di italiano come lingua non materna, Strumenti e Ricerche della Scuola di Lingua italiana per Stranieri dell’Università di Palermo, pp. 133-154.
Authier-Revuz J. (2007), “Arrêts sur mots. L’épreuve de la langue dans l’énonciation et l’écriture”, in Fenoglio (ed.). L'écriture et le souci de la langue: écrivains, linguistes; témoignages et traces manuscrites, Edition Academia-Bruylant, pp. 113-145.
Bartoli C., Lotano L. (2024). “La didattica laboratoriale dell’associazione Asinitas nelle classi di italiano come lingua non materna con giovani e adulti dal background migratorio”, in Pedagogia delle differenze, 53, 1 pp. 6-20.
Bauman R. (2000), “Language, identity, performance”, in Pragmatics, 10, 1, pp. 1-5.
Becker A. L. (1991), “Language and languaging”, in Language & Communication, 11, pp. 33-35.
Bezemer J., Kress G. (2016), Multimodality, Learning and Communication, Routledge, New York.
Blommaert J. (2001), “Investigating Narrative Inequality: African Asylum Seekers’ Stories in Belgium”, in Discourse & Society, 12, 4, pp. 413-449.
Blommaert J. (2005), Discourse. A critical Introduction, Cambridge University Press, Cambridge.
Blommaert J. (2009), “Language, Asylum and the National Order”, in Current Anthropology, 50, 4, pp. 415-441.
Blommaert J. (2010), The Sociolinguistics of Globalization, Cambridge University Press, Cambridge.
Block D. (2014), “Moving beyond ‘lingualism: Multilingual embodiment and multimodality in SLA”, in May S. (ed.), The Multilingual Turn. Implications for SLA, TESOL and Bilingual Education, Routledge, London, pp. 54–77.
Bourdieu P., Passeron J-C. (1970), La reproduction. Éléments pour une théorie du système d’enseignement, Éditions de Minuit, Paris.
Bourdieu P. (1982), Ce que parler veut dire, Editions Fayard, Paris.
Bourdieu P. (1991), Language and symbolic power, Polity Press, Cambridge.
Busch B. (2006), “Language biographies for multi-lingual learning: Linguistic and educational considerations”, in Busch B, Jardine A., Tjoutuku A. (eds.), Language Biographies for Multilingual Learning, PRAESA Occasional Papers, 24, Cape Town, pp. 5-17.
Bush B. (2012), “The Linguistic Repertoire Revisited”, in Applied Linguistics, 33, 5, pp. 503-523.
Bush B. (2015), Linguistic repertoire and Spracherleben, the lived experience of language, Working Papers in Urban Language & Literacies, Paper 148, pp. 1-16.
Bush B. (2021), “The body image: taking an evaluative stance towards semiotic resources”, in International Journal of Multilingualism, 18, pp. 190-205.
Canagarajah S. (2013), Transilingual practice. Global Englishes and Cosmopolitan Relations, Routledge, New York.
Canut C. (2021a), “Can ‘migrants’ speak? Voices, narratives and performances”, in Skalle C. E., Gjesdal A. M. (eds.), Transnational Narratives of Migration and Exile. Perspectives from the Humanities, Scandinavian University Press, Oslo, pp. 18-44.
Canut C. (2021b), Provincialiser la langue. Langage et colonialisme, Éditions Amsterdam, Paris.
Ciliberti A. (a cura di) (2007), La costruzione interazionale di identità. Repertori linguistici e pratiche
discorsive degli italiani in Australia, FrancoAngeli, Milano.
Darvin R., Norton B. (2023), “Investing and motivation in language learning: What’s the difference?”, in Language Teaching, 56, pp. 29-40.
D’Agostino M. (2020), Noi che siamo passati dalla Libia. Giovani in viaggio tra alfabeti e multilinguismo, il Mulino, Bologna.
D’Agostino M. (2022), “Giovani in movimento: multilingui, connessi, spesso analfabeti.
Una nuova migrazione fra risorse e bisogni”, in Italiano LinguaDue, 14, 1, pp. 5-13: https://riviste.unimi.it/index.php/promoitals/article/view/18148.
De Fina A. (2003), Identity in narrative. A study of immigrant discourse, John Benjamins Publishing Company, Amsterdam.
De Fina A., Georgakopoulou A. (2011), “Narrative and identities”, in De Fina A., Georgakopoulou A. (eds.), Analyzing Narrative: Discourse and Sociolinguistic Perspectives, Cambridge University Press, Cambridge, pp. 155-190.
De Fina A., Georgakopoulou A. (2008), “Analysing narratives as practices”, in Qualitative Research, 8, 3, pp. 379-387.
Duranti A. (2007), Etnopragmatica. La forza nel parlare, Carocci, Roma.
Edwards D. (1997), Discourse and Cognition, Sage Publication, London.
Fairclough N. (2003), Analysing Discourse. Textual analysis for social research, Routledge, London-New York. F
ischer W. (1997), Classical Arabic, Routledge, London.
Fontana S., Mignosi E. (2023), “Tra esplicito e implicito: comunicazione multimodale e relazione intersoggettiva nei contesti di apprendimento”, in Italiano LinguaDue, 15, 2, pp. 154-164: https://riviste.unimi.it/index.php/promoitals/article/view/22024.
Garcia O. (2017), “Problematizing linguistic integration of migrants: the role of translanguaging and language teachers. Some lessons from the research”, in Beacco J.-C., Krumm H.-J., Little D., Thalgott B. (eds.), The Linguistic Integration of Adult Migrants, De Gruyter Mouton, Berlin, pp. 11-26.
Gibson J. J. (2014 [1986]), The Ecological Approach to Visual Perception, Classic Edition, Psychology Press, Hove (UK).
Groppaldi A. (2010), “L’autobiografia linguistica nell’insegnamento-apprendimento dell’italiano L2/LS”, in Italiano LinguaDue, 2, 1, pp. 89-103: https://riviste.unimi.it/index.php/promoitals/article/view/633.
Hall S. (1992), “The question of cultural identity”, in Hall S., Held D., McGrew T. (eds.), Modernity and its futures, Polity Press, Cambridge, pp. 273-316.
Heller M., McElhinny B. (2017), Language, Capitalism, Colonialism: Toward a Critical History, University of Toronto Press, Toronto.
Holes C., Allen R. (2004), Modern Arabic: Structures, functions, and varieties, Georgetown University Press, Washington D.C.
Ibn Abī Shaybah, Muṣannaf Ibn Abī Shaybah, 6., ḥadīth 118, Dār al-Tāj, Beirut.
Ibn Taymiyyah (2000), Iqtidā’ al-Ṣirāṭ al-Mustaqīm, Dār al-Turāth, Il Cairo (opera originale pubblicata nel 1320).
Lian C. (2020), Language, Ideology and Sociopolitical Change in the Arabic-speaking World: A Study
of the Discourse of Arabic Language Academies, Edinburgh University Press, Edinburgh.
Kalaja P., Melo-Pfeifer S. (2019), Visualising Multilingual Lives: More Than Words, Blue Ridge Summit, Bristol.
Koven M. (2001), “Comparing bilinguals’ quoted performances of self and others in tellings of the same experience in two languages”, in Language in Society, 30, pp. 513-558.
Koven M. (2004), “Getting ‘emotional’ in two languages: Bilinguals’ verbal performance of affect in narratives of personal experience”, in Text, 24, 4, pp. 471-515.
Kramsch C. (2006), “The Multilingual Subject”, in International Journal of Applied Linguistics, 16, 1, pp. 324-326.
Kristeva J. (1980), Desire in language: A semiotic approach to literature and art, Basil Blackwell, Oxford.
Labov W., Waletsky J. (1967), “Narrative Analysis: Oral Versions of Personal Experience”, in Helm J. (ed.), Essays on the Verbal and the Visual Arts, University of Washington Press, Seattle, London, pp. 3-38.
Labov W. (1997), “Some further steps in narrative analysis” in Journal of Narrative and Life History, 7, pp. 395-415.
Lüpke F., Cissé I. A. H. (2023), “Legitimising fluid multilingual practices: a challenge for formal education worldwide”, in Reilly C., Chimbutane F., Clegg J., Rubagumya C., Erling E. (eds.), Multilingual learning: assessment, ideologies and policies in sub-Saharan Africa, Routledge, Londra, pp. 43-64.
Makoni S. (2012), “A critique of language, languaging and supervernacular”, in Muitas Vozes, 1, 2, pp. 189-199.
Makoni S., Spears A. K., Ball A. F., Smitherman G. (2020), Black Linguistics. Language. Society and Politics in Africa and Americas, Routledge, London-New York.
Norton B. (2013), Identity and language learning. Extending the conversation, Multilingual Matters, Bristol.
Norton B., De Costa P. (2018), “Research Tasks on Identity in Language Learning and Teaching”, in Language Teaching, 51, 90-112: https://doi.org/10.1017/S0261444817000325.
Pavlenko A. (2007), “Autobiographic Narratives as Data in Applied Linguistics”, in Applied Linguistics, 28, 2, pp. 163-188.
Pavlenko A. (2008), “Narrative Analysis”, in Wei L., Moyer G. M. (eds.), The Blackwell Guide to Research Methods in Bilingualism and Multilingualism, Blackwell Publishing, Oxford, pp. 311-325.
Piccardo E., Germain-Rutherford A., Geoff L. (2022), The routledge handbook of plurilingual language education, Routledge, London.
Piccardo E. (2022), “The Mediated Nature of Plurilingualism” in Piccardo E., GermainRutherford A., Geoff L. (eds.), The routledge handbook of plurilingual language education, Routledge, London, pp. 65-80.
Rosa J., Flores N. (2015), “Undoing Appropriateness: Raciolinguistic Ideologies andLanguage Diversity in Education”, in Harvard Educational Review, 85, 2, pp. 149-172.
Rosa J., Flores N. (2017), “Unsettling race and language: Toward a raciolinguistic perspective”, in Language in Society, 46, 5, pp 621-647.
Rosa J. (2019), Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad, Oxford University Press, Oxford.
Salvadori E. (2016), “Narrare le nostre lingue”, in Anfosso G., Polimeni G., Salvadori E. (a cura di), Parola di sé. Le autobiografie linguistiche tra teoria e didattica, FrancoAngeli, Milano, pp. 81-97.
Severo G., Makoni S. B. (2020), “African Languages, Race, and Colonialism: The Case of Brazil and Angola,” in Alim H. S, Reyes A., Kroskrity P. V. (eds.), The Oxford Handbook of Language and Race, Oxford University Press, Oxford, pp. 153-154.
Silverstein M. (2003), “Indexical order and the dialectics of sociolinguistic life”, in Language and Communication, 23, 3-4, pp. 193-229.
Stewart J. (ed.) (1996), Beyond the symbol model: Reflections on the representational nature of language, State University of New York Press, Albany (NY).
Urcioli B. (2020), “Racializing, Ethnicizing, and Diversity Discourses: The Forms May Change But the Pragmatics Stay Remarkably the Same,” in Alim H. S., Reyes A., Kroskrity
P. V. (eds.), The Oxford Handbook of Language and Race, Oxford University Press, Oxford, pp. 1-22.
Verdiani S. (2020), “Silenzio, immagini e parole. La costruzione del significato nella multimodalità digitale”, in QuadRi, 10, Dipartimento di Lingue e Letterature Straniere e Culture Moderne, Università degli Studi di Torino, Torino.
Wenger E. (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Cambridge.
Dowloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Condividi allo stesso modo 4.0.
