La Grammatica Contrastiva come laboratorio interculturale nella scuola italiana.
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| Title: | La Grammatica Contrastiva come laboratorio interculturale nella scuola italiana. |
|---|---|
| Alternate Title: | Contrastive Grammar as an Intercultural Laboratory in the Italian School. |
| Authors: | De Rossi, Marina1, Favino, Francesca2 francesca.favino@unipd.it, Cinel, Barbara3 |
| Source: | Pedagogia Più Didattica. apr2026, Vol. 12 Issue 1, p66-80. 15p. |
| Subject Terms: | *Contrastive linguistics, *Foreign language education, *Multicultural education, *Diversity in education, *Critical self-reflection, *Second language acquisition |
| Geographic Terms: | Italy |
| Abstract (English): | This article explores the role of Contrastive Grammar (CG) in language teaching and learning, highlighting its first practical application in Italy with regard to the Italian-English combination and the related pedagogical implications, both observed and future ones. In a school context of increasing cultural and linguistic superdiversity (Vertovec, 2007), contrastive practices could support the development of a «more inclusive curriculum» (Santipolo, 2020), yet recent insights on the morphological aspects of such practices are still limited (Cognini, 2022). Therefore, starting from an analysis of the existing literature, this study identifies some research gaps and aims to contribute to filling them through a qualitative exploratory case study (Yin, 2018), involving two teachers and 44 students from an upper secondary school. Semi-structured interviews and focus groups were the means for collecting participants' perceptions at the end of an experimental CG course, while spreadsheets and QDA Miner Lite software were used for coding. The interview data were triangulated with document analysis from summative assessments administered to one of the two classes involved. The results, although limited to a single school, indicate that CG can promote awareness, critical thinking, and the ability to learn independently. Metacognitive reflection on language as fostered by CG may help all students succeed, especially those with fewer opportunities. Finally, the study outlines the possible applications of CG in the Italian educational context, also in view of potential future research. [ABSTRACT FROM AUTHOR] |
| Abstract (Italian): | L'articolo esplora il ruolo della Grammatica Contrastiva (GC) nell'insegnamento e apprendimento delle lingue, evidenziandone la prima applicazione pratica in Italia per quanto concerne l'abbinamento italiano-inglese e le relative implicazioni pedagogiche, osservate e future. In un contesto scolastico di crescente superdiversità (Vertovec, 2007) sia culturale che linguistica, le pratiche contrastive potrebbero supportare lo sviluppo di un «curricolo più inclusivo» (Santipolo, 2020), eppure gli studi sugli aspetti morfologici di tali pratiche sono ancora limitati (Cognini, 2022). Pertanto, a partire dall'analisi della letteratura esistente, si individuano alcuni gap di ricerca e si propongono possibili traiettorie di analisi, attraverso uno studio di caso qualitativo di tipo esplorativo (Yin, 2018), che ha coinvolto due docenti e 44 studenti di una scuola secondaria di secondo grado. Le percezioni dei partecipanti sono state raccolte al termine di un corso sperimentale di GC, grazie a interviste semi-strutturate e focus group, mentre, per la codifica, si è ricorso alla tabulazione dei dati con fogli di calcolo e all'analisi tematica con il software QDA Miner Lite. I dati delle interviste sono stati triangolati con quelli di alcune verifiche sommative, somministrate a una delle due classi coinvolte. I risultati, seppur limitati a una sola scuola, indicano che la GC può favorire la consapevolezza, il pensiero critico e la capacità di apprendere in modo autonomo. La riflessione metacognitiva sulla lingua, promossa dalla GC, può contribuire al successo formativo di tutti gli studenti, specialmente quelli più svantaggiati. In chiusura, si suggeriscono altre possibili applicazioni delle GC nel contesto educativo italiano, anche in funzione di future potenzialità di ricerca. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194031677 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: La Grammatica Contrastiva come laboratorio interculturale nella scuola italiana. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Contrastive Grammar as an Intercultural Laboratory in the Italian School. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22De+Rossi%2C+Marina%22">De Rossi, Marina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Favino%2C+Francesca%22">Favino, Francesca</searchLink><relatesTo>2</relatesTo><i> francesca.favino@unipd.it</i><br /><searchLink fieldCode="AR" term="%22Cinel%2C+Barbara%22">Cinel, Barbara</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogia+Più+Didattica%22">Pedagogia Più Didattica</searchLink>. apr2026, Vol. 12 Issue 1, p66-80. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Contrastive+linguistics%22">Contrastive linguistics</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+self-reflection%22">Critical self-reflection</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article explores the role of Contrastive Grammar (CG) in language teaching and learning, highlighting its first practical application in Italy with regard to the Italian-English combination and the related pedagogical implications, both observed and future ones. In a school context of increasing cultural and linguistic superdiversity (Vertovec, 2007), contrastive practices could support the development of a «more inclusive curriculum» (Santipolo, 2020), yet recent insights on the morphological aspects of such practices are still limited (Cognini, 2022). Therefore, starting from an analysis of the existing literature, this study identifies some research gaps and aims to contribute to filling them through a qualitative exploratory case study (Yin, 2018), involving two teachers and 44 students from an upper secondary school. Semi-structured interviews and focus groups were the means for collecting participants' perceptions at the end of an experimental CG course, while spreadsheets and QDA Miner Lite software were used for coding. The interview data were triangulated with document analysis from summative assessments administered to one of the two classes involved. The results, although limited to a single school, indicate that CG can promote awareness, critical thinking, and the ability to learn independently. Metacognitive reflection on language as fostered by CG may help all students succeed, especially those with fewer opportunities. Finally, the study outlines the possible applications of CG in the Italian educational context, also in view of potential future research. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Italian) Group: Ab Data: L'articolo esplora il ruolo della Grammatica Contrastiva (GC) nell'insegnamento e apprendimento delle lingue, evidenziandone la prima applicazione pratica in Italia per quanto concerne l'abbinamento italiano-inglese e le relative implicazioni pedagogiche, osservate e future. In un contesto scolastico di crescente superdiversità (Vertovec, 2007) sia culturale che linguistica, le pratiche contrastive potrebbero supportare lo sviluppo di un «curricolo più inclusivo» (Santipolo, 2020), eppure gli studi sugli aspetti morfologici di tali pratiche sono ancora limitati (Cognini, 2022). Pertanto, a partire dall'analisi della letteratura esistente, si individuano alcuni gap di ricerca e si propongono possibili traiettorie di analisi, attraverso uno studio di caso qualitativo di tipo esplorativo (Yin, 2018), che ha coinvolto due docenti e 44 studenti di una scuola secondaria di secondo grado. Le percezioni dei partecipanti sono state raccolte al termine di un corso sperimentale di GC, grazie a interviste semi-strutturate e focus group, mentre, per la codifica, si è ricorso alla tabulazione dei dati con fogli di calcolo e all'analisi tematica con il software QDA Miner Lite. I dati delle interviste sono stati triangolati con quelli di alcune verifiche sommative, somministrate a una delle due classi coinvolte. I risultati, seppur limitati a una sola scuola, indicano che la GC può favorire la consapevolezza, il pensiero critico e la capacità di apprendere in modo autonomo. La riflessione metacognitiva sulla lingua, promossa dalla GC, può contribuire al successo formativo di tutti gli studenti, specialmente quelli più svantaggiati. In chiusura, si suggeriscono altre possibili applicazioni delle GC nel contesto educativo italiano, anche in funzione di future potenzialità di ricerca. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: ita Text: Italian PhysicalDescription: Pagination: PageCount: 15 StartPage: 66 Subjects: – SubjectFull: Contrastive linguistics Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Diversity in education Type: general – SubjectFull: Critical self-reflection Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Italy Type: general Titles: – TitleFull: La Grammatica Contrastiva come laboratorio interculturale nella scuola italiana. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: De Rossi, Marina – PersonEntity: Name: NameFull: Favino, Francesca – PersonEntity: Name: NameFull: Cinel, Barbara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19737181 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: Pedagogia Più Didattica Type: main |
| ResultId | 1 |
