This chapter contributes to the ongoing debate on language teaching in heterogeneous contexts. It combines epistemological and empirical perspectives to explore the intersection of intercultural and language education. The goal is to promote active teaching approaches that balance ontological equality and individual uniqueness, while also supporting teacher development in designing pedagogical and linguistic strategies for teaching the majority language, in order to promote equitable and effective language education. An action research project was conducted over one school year (2022/23) with eighteen teachers in an Italian primary school with 97 students with immigrant backgrounds, combining participant observation with low-structured focus groups; teachers and researchers built a close relationship that supported their work. The results show the importance of integrating intercultural education into language teaching in order to create equitable learning environments and improve teacher professionalism.
Ferrero, V., Roccia, M., Sordella, S., Canuto, C. (2026). From Emergency to Stability: Intercultural and Linguistic Responses in a Multicultural Italian Primary School. In B. Gross, M. Montero-Sieburth (a cura di), Beyond Diversity, Equity, and Inclusion in Education. Towards Belonging and Societal Transformations (pp. 183-204). Springer [10.1007/978-3-032-04504-1_10].
From Emergency to Stability: Intercultural and Linguistic Responses in a Multicultural Italian Primary School
Ferrero, V.
Co-primo
;
2026
Abstract
This chapter contributes to the ongoing debate on language teaching in heterogeneous contexts. It combines epistemological and empirical perspectives to explore the intersection of intercultural and language education. The goal is to promote active teaching approaches that balance ontological equality and individual uniqueness, while also supporting teacher development in designing pedagogical and linguistic strategies for teaching the majority language, in order to promote equitable and effective language education. An action research project was conducted over one school year (2022/23) with eighteen teachers in an Italian primary school with 97 students with immigrant backgrounds, combining participant observation with low-structured focus groups; teachers and researchers built a close relationship that supported their work. The results show the importance of integrating intercultural education into language teaching in order to create equitable learning environments and improve teacher professionalism.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
