IL LABORATORIO ESPRESSIVO-NARRATIVO COME DISPOSITIVO PER LO SVILUPPO DI PROCESSI DI MEDIAZIONE IN CONTESTI MULTILINGUE
DOI:
https://doi.org/10.54103/2037-3597/30641Abstract
Il plurilinguismo è inestricabilmente legato alla mediazione, la sua natura è mediata, mediazionale e trasformativa (non additiva) essendo il repertorio plurilingue un sistema dinamico, situazionalmente determinato, frutto di un continuo processo di mediazione intra-personale e interpersonale. Il plurilinguismo stimola modi alternativi di pensare e di percepire il mondo circostante, favorisce la creatività, la narrazione e lo sviluppo di capacità di mediazione, consente agli individui di negoziare e proiettare la propria identità, fornisce un’impalcatura nell’apprendimento e, ultimo ma non meno importante, potenzialmente alimenta una tolleranza per le differenze ed empatia per gli altri. In questo contributo argomentiamo come un approccio multimodale e plurilingue attivi negli studenti sia il desiderio espressivo-narrativo che i processi di mediazione (spontanea e guidata) necessari a sostenerlo all’interno del gruppo, favorendo la costruzione di un tessuto relazionale significativo. Il laboratorio espressivo-narrativo facilita e sostiene l’attivazione del gruppo a sostegno dell’espressività plurilingue di ciascuno, della condivisione emotiva e della costruzione collettiva di significato attraverso la mediazione cognitiva, linguistica, sociale e pedagogica. Il suo svolgersi sarà meglio illustrato a partire da alcuni materiali raccolti in un’attività condotta in un laboratorio linguistico per minori stranieri non accompagnati e giovani migranti neoarrivati organizzato in collaborazione con ItaStra-scuola di italiano per stranieri dell’Università di Palermo nell’ambito del progetto PRIN 2022 delle Università di Udine e Palermo Giovani nuovi migranti, spazi multilingui e italiano lingua non materna tra apprendimento spontaneo e guidato
The expressive-narrative laboratory as a device for developing mediation processes in multilingual contexts
Plurilingualism is inextricably linked to mediation, its nature is mediated, mediational and transformative (not additive) since the plurilingual repertoire is a dynamic, situationally determined system, the result of a continuous process of intra-personal and interpersonal mediation. Plurilingualism stimulates alternative ways of thinking and perceiving the surrounding world, fosters creativity, narrative and the development of mediation skills, allows individuals to negotiate and project their own identity, provides a scaffolding in learning and, last but not least, potentially nurtures a tolerance for differences and empathy for others. In this contribution we discuss how a multimodal and plurilingual approach activates in students both the expressive-narrative desire and the mediation processes (spontaneous and guided) necessary to support it within the group, favouring the construction of a significant relational context. The expressive-narrative laboratory facilitates and supports the activation of the group in support of the plurilingual expressiveness of everyone, of emotional sharing and of the collective construction of meaning through cognitive, linguistic, social and pedagogical mediation. Its development will be better illustrated starting from some materials collected in an activity conducted in a language laboratory for unaccompanied foreign minors and young newly arrived migrants organized at ItaStra-school of Italian for foreigners of the University of Palermo within the PRIN 2022 project of the Universities of Udine and Palermo “Young new migrants, multilingual spaces and Italian as a non-native language between spontaneous and guided learning”.
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