Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico

Abstract

Within the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presenting a new teaching procedure (Language Teaching Cycle) which brings together some key-principles derived from traditional models with new insights into the psycholinguistic processes that characterize language learning and should be supported in order to promote inclusion. The first part of the paper proposes a critical literature review of two major teaching procedures (the PPP sequence and the Teaching/Learning Unit), while the second part presents the theoretical bases of the Language Teaching Cycle, as well as its potential future developments and applications.

Keywords

• Inclusion. Interlanguage. Language Teaching Cycle. Learning/Language Disorders. Presentation-Practice-Production. Special Educational Needs. Teaching procedures. Teaching/learning Unit