DALL’ABITO MONOLINGUE ALLA MEDIAZIONE NEL QUILT: ESPERIENZE DI MEDIAZIONE NELLA SCUOLA PRIMARIA
DOI:
https://doi.org/10.54103/2037-3597/30426Abstract
From monolingual clothing to mediation quilting: experiences of mediation in primary school
This study examines teachers’ behaviors and attitudes in multilingual classrooms in the province of Bolzano (Italy), focusing on developing mediation skills and promoting language education. While teachers recognize sociolinguistic changes, they do not always view students as “social agents” (CEFR 2020). For learners, languages shape their identity rather than being mere subjects of assessment. Despite multilingual realities, many educators continue to rely on monolingual teaching models. Over three academic years, teachers engaged in pluralistic language education activities. Through self-reflection, they refined their teaching methods, emphasizing mediation in concepts, communication, and texts. Findings highlight the need for continuous professional development to impact teaching practices. Teachers, as researchers, can implement micro-projects to integrate mediation effectively, fostering more inclusive and adaptive language education.
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