CHALLENGING MONOLINGUALISM: LINGUISTIC LANDSCAPE-BASED ACTIVITIES IN PRIMARY INTERNATIONAL EDUCATION
DOI:
https://doi.org/10.54103/2037-3597/30492Abstract
This paper analyses the use of the Linguistic Landscape (LL) as a pedagogical tool within an international school that adopts the International Baccalaureate (IB) curriculum. Scientific literature has highlighted the educational value of integrating LL into educational practices, particularly for developing students' multilingual awareness, enhancing literacy skills and supporting foreign language learning. Despite this, most studies on LL in international contexts have focused on university education, neglecting its potential in primary schools. The research presented here explores the potential of PL as a teaching resource in a Year 2 and Year 3 class at an international school in Italy. Using a qualitative approach, data was collected through classroom activities, photographs and reflections produced by the students, as well as through a semi-structured interview with the teacher who led the programme. The results highlight implications of both a pedagogical and political-educational nature. Although English, French and Spanish are the official languages of the IB, the school context analysed is strongly dominated by English. However, the PL-based activity challenged this monolingual dominance, stimulating greater awareness of linguistic diversity among students. Furthermore, the course proved to be fully consistent with the educational objectives of the IB curriculum and contributed to redefining the existing school landscape.
Sfidare il monolinguismo: attività basate sul paesaggio linguistico nell’educazione primaria internazionale
Il presente contributo analizza l’impiego del Paesaggio Linguistico (PL) come strumento pedagogico all’interno di una scuola internazionale che adotta il curriculum International Baccalaureate (IB). La letteratura scientifica ha messo in evidenza il valore didattico dell’integrazione del PL nelle pratiche educative, in particolare per lo sviluppo della consapevolezza multilingue degli studenti, per il potenziamento delle competenze di alfabetizzazione e per il sostegno all’apprendimento delle lingue straniere. Nonostante ciò, la maggior parte degli studi sul PL in contesti internazionali si è focalizzata sull’istruzione universitaria, trascurandone le potenzialità nella scuola primaria. La ricerca qui presentata esplora il potenziale del PL come risorsa didattica in una classe di seconda e terza primaria di una scuola internazionale in Italia. Attraverso un approccio qualitativo, i dati sono stati raccolti mediante attività in classe, fotografie e riflessioni prodotte dagli studenti, nonché tramite un’intervista semi-strutturata con l’insegnante che ha condotto il percorso. I risultati evidenziano implicazioni di natura sia pedagogica sia politico-educativa. Pur essendo l’inglese, il francese e lo spagnolo le lingue ufficiali dell’IB, il contesto scolastico analizzato risulta fortemente dominato dall’inglese. L’attività basata sul PL ha tuttavia messo in discussione tale predominanza monolingue, stimolando negli studenti una maggiore consapevolezza della diversità linguistica. Inoltre, il percorso si è dimostrato pienamente coerente con gli obiettivi formativi del curriculum IB e ha contribuito a ridefinire il paesaggio scolastico esistente.
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