In this paper we highlight some points arising from two experiments relating to the teaching of intercomprehension that we carried out in two different linguistic and cultural contexts: the French school Lycée Chateaubriand in Rome and the Sicilian primary school Santa Flavia in Caltanissetta. The aim of our research is to analyse possible consequences of the introduction of IC in institutional contexts within primary education. Thus, starting from the theoretical principles of the EuRom methodology, we produced teaching materials suitable for young learners aged between 9 and 11. The case study analysis and the results are shown in a comparative way in order to highlight two collective variables: the transfers – from Italian, French and Sicilian – and also the variation in time required for reading comprehension.
DE SANTIS, G., Faone, S. (2011). EuRom a scuola: progetto di intercomprensione per bambini. REDINTER-INTERCOMPREENSÃO(3), 185-212.
EuRom a scuola: progetto di intercomprensione per bambini
DE SANTIS, GIULIA;FAONE, SERENA
2011-01-01
Abstract
In this paper we highlight some points arising from two experiments relating to the teaching of intercomprehension that we carried out in two different linguistic and cultural contexts: the French school Lycée Chateaubriand in Rome and the Sicilian primary school Santa Flavia in Caltanissetta. The aim of our research is to analyse possible consequences of the introduction of IC in institutional contexts within primary education. Thus, starting from the theoretical principles of the EuRom methodology, we produced teaching materials suitable for young learners aged between 9 and 11. The case study analysis and the results are shown in a comparative way in order to highlight two collective variables: the transfers – from Italian, French and Sicilian – and also the variation in time required for reading comprehension.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
