Ricerc@Sapienza

The project aims to investigate the potential of some concepts introduced in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR, Council of Europe, 2001). The concepts we refer to are plurilingual/pluricultural education and mediation, which are central to the updated edition of the CEFR, the Companion Volume (CEFRCV, Council of Europe, 2020). They are relevant to the provision of inclusive and democratic language education that would engage and motivate students and contribute to (a) the valorisation of plurilingual repertoires; (b) the effective learning of additional languages; and (c) increased interculturality and mutual understanding. These concepts are not new to the tradition of Italian language education. They were theorised by De Mauro and proposed in the GISCEL Ten Theses (1975). However, they remain underrepresented in educational practice. Their implementation requires a paradigm shift in language education towards reflective and mediated plurilingual approaches that are action-based and real-life oriented in language classes. The proposed research is designed to investigate the potential of some CEFRCV descriptors for various aspects of mediation, plurilingual and pluricultural competence in order to facilitate a pedagogical shift. The project aims to conduct a systemic study in language classes (Italian as L1 and L2; English, Spanish and German as L2) at both the primary and secondary school levels. The study will pursue two interconnected goals: (a) to examine the extent to which the implementation of plurilingual mediation-informed pedagogical approaches based (such as language awareness, intercomprehension, scenario-based activities, etc.) can facilitate learners' agency and metacognition in language education; (b) to contribute to emerging theories of mediated plurilingual action-oriented language teaching by developing principles of practice.