Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli

N. 2 (2024)

Il progetto MultiMind e i policy report

DOI
https://doi.org/10.3280/rip2024oa18576
Inviata
30 settembre 2024
Pubblicato
15-11-2024

Abstract

Il progetto “MultiMind - The Multilingual Mind” è stato finanziato dal programma di ricerca e innovazione Horizon2020 dell’Unione Europea e costituisce un network europeo di ricerca e formazione sul multilinguismo. Adottando una prospettiva multidisciplinare, si occupa di una serie di tematiche legate al multilinguismo che investono il piano sociale, cognitivo, linguistico, neurobiologico, clinico.
Il progetto si è strutturato in diversi sottoprogetti, ognuno dedicato ad una tematica. Alcuni di questi sottoprogetti hanno portato alla produzione di una serie di Policy Reports quale prodotto finale rivolto a decisori e policy-makers. Questi documenti riassumono gli elementi principali dell’analisi delle conoscenze precedenti e delle nuove conoscenze raggiunte e validate tramite le attività del progetto stesso, proponendo alcune raccomandazioni basate sui risultati della ricerca.
I Policy Reports qui riportati sono dedicati, nello specifico, alla valutazione e dell’intervento in bambini bilingui con Disturbi del Linguaggio e dell’Apprendimento, al supporto dello sviluppo linguistico e dell’alfabetizzazione nelle diverse lingue parlate, ai bambini e adulti con storia di migrazione che apprendono una L2 in contesti educativi formali.

Riferimenti bibliografici

  1. Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34.
  2. Armon-Lotem, S., de Jong, J., & Meir, N. (2015). Methods for assessing multilingual children: disentangling bilingualism from Language Impairment. Bristol: Multilingual Matters. BiSLI project https://www.bi-sli.org/ (consultato il 19.01.2022).
  3. Aydin, H., & Kaya, Y. (2019). Education for Syrian refugees: The new global issue facing teachers and principals in Turkey. Educational Studies, 55(1), 46-71.
  4. Bayram‐Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz‐ Dominguez, S., ... & Dagan, E. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56(9), 1207-1233.
  5. Bloder, T., Eikerling, M. & Lorusso, M. L. (2023). Evaluating the role of word-related parameters on the discriminative power of a novel nonword repetition task for bilingual children. Clinical Linguistics and Phonetics. DOI: 10.1080/02699206.2023.2226304.
  6. Bloder, T., Eikerling, M., Rinker, T., & Lorusso, M. L. (2021). Speech and Language Therapy Service for Multilingual Children: Attitudes and Approaches across Four European Countries. Sustainability, 13(21), 12143. DOI: 10.3390/su132112143.
  7. Blommaert, J. (2009). Language, asylum, and the national order. Current anthropology, 50(4), 415-441.
  8. Bosch, J. E., & Foppolo, F. (2023). Prediction during spoken language processing in monolingual and multilingual children: Investigating the role of literacy. Linguistic Approaches to Bilingualism. DOI: 10.1075/lab.22099.bos.
  9. Bosch, J. E., Tsimpli, I. M., & Guasti, M. T. (2023). How English-Medium Instruction affects language and learning outcomes of children in the Maldives. Journal of English-Medium Instruction, 2(1), 1-26.
  10. Bosch, J. E., & Foppolo, F. (2022). Predictive processing of grammatical gender in bilingual children: The effect of cross-linguistic incongruency and language dominance. Lingue e linguaggio, 21(1), 5-27.
  11. Bosch, J. E., Olioumtsevits, K., Santarelli, S. A. A., Faloppa, F., Foppolo, F., & Papadopoulou, D. (2024). How do teachers view multilingualism in education? Evidence from Greece, Italy and the Netherlands. Language and Education, 1-20. DOI: 10.1080/09500782.2024.2380073.
  12. Brown, M., Gravani, M. N., Slade, B., & Jōgi, L. (2020). Integrating migrants through adult language programmes: a comparative case study of four European countries. In Przytuła S., Sułkowski, Ł. (Eds.) Integration of Migrants into the Labour Market in Europe, Advanced
  13. Series in Management (Vol. 25, pp. 155- 169). Emerald Publishing Limited, Bingley.
  14. Caroll, S. E. (2017). Exposure and input in bilingual development. Bilingualism, 3-16. DOI:10.1017/S1366728915000863.
  15. Chiat, S. (2015). Non-Word Repetition. In: S. Armon-Lotem, J. de Jong & N. Meir (Eds.). Assessing Multilingual Children: Multilingual Matters, (pp. 125-150).
  16. Cho, H., Wang, X. C., & Christ, T. (2019). Social-emotional learning of refugee English language learners in early elementary grades: Teachers’ perspectives. Journal of Research in Childhood Education, 33(1), 40-55.
  17. Dearden, J. (2014). English as a medium of instruction - a growing global phenomenon. British Council.
  18. Di Pisa, G., & Marinis, T. (2022). Gender assignment and agreement in the oral production of heritage speakers of Italian living in Germany. Lingue e linguaggio, 21(1), 99-120.
  19. Di Pisa, G., Kubota, M., Rothman, J., & Marinis, T. (2022). Effects of markedness in gender processing in Italian as a heritage language: A speed accuracy tradeoff. Frontiers in Psychology, 13, 965885.
  20. Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
  21. Ebert, K. D., & Pham, G. (2019). Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder. American journal of speech-language pathology, 28(3), 932-944. DOI: 10.1044/2019_AJSLP-IDLL-18-0208.
  22. Eikerling, M., Andreoletti, M., Secco, M., Luculli, B., Cha, G., Castro, S., Gazzola, S., … & Lorusso, M. L. (2023). Remote Screening for Developmental Language Disorder in Bilingual Children: Preliminary Validation in Spanish-Italian Speaking Preschool Children. Applied Sciences, 13(3), 1442. DOI: 10.3390/app13031442.
  23. Eikerling, M. R., Bloder, T. S., & Lorusso, M. L. (2022a). A Nonword Repetition Task Discriminates Typically Developing Italian-German Bilingual Children From Bilingual Children With Developmental Language Disorder: The Role of Language-Specific and Language-Non-specific Nonwords. Frontiers in psychology, 13.
  24. Eikerling, M., Secco, M., Marchesi, G., Guasti, M. T., Vona, F., Garzotto, F., & Lorusso, M. L. (2022b). Remote Dyslexia Screening for Bilingual Children. Multimodal Technologies and Interaction, 6(1): 7. DOI: 10.3390/mti6010007.
  25. Garraffa, M., Vender, M., Sorace, A., & Guasti, M. T. (2019). Is it possible to dif- ferentiate multilingual children and children with Developmental Language Disorder?. Languages, Society and Policy. DOI: 10.17863/CAM.37928.
  26. Guasti, M. T., White, M. J., Bianco, G., Arosio, F., Camilleri, B., & Hasson, N. (2021). Two clinical markers for DLD in monolingual Italian speakers: What can they tell us about second language learners with DLD?. Clinical Linguistics and Phonetics, 35(9), 829-846. DOI: 10.1080/02699206.2020.1830303.
  27. Grimm, A., & Schulz, P. (2014). Specific Language Impairment and Early Second Language Acquisition. The Risk of Over- and Underdiagnosis. Child Indicators Research, 7 (4), 821-841. DOI: 10.1007/s12187-013-9230-6.
  28. International Expert Panel on Multilingual Children’s Speech (2012). Multilingual children with speech sound disorders: Position paper. Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University. Bathurst, NSW, Australia. https://cdn.csu.edu.au/data/assets/pdf_file/0010/392977/MultilingualSSDPositionPaper.pdf (consultato il 17.01.2022).
  29. Kupisch, T., & Rothman, J. (2018). Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers. International Journal of Bilingualism, 22(5), 564-582.
  30. Ladányi, E., Persici, V., Fiveash, A., Tillmann, B., & Gordon, R. L. (2020). Is atypical rhythm a risk factor for developmental speech and language disorders? Wiley interdisciplinary reviews. Cognitive science, 11(5), e1528. DOI: 10.1002/wcs.1528.
  31. Lehti, V., Gyllenberg, D., Suominen, A., & Sourander, A. (2018). Finnish-born children of immigrants are more likely to be diagnosed with developmental disorders related to speech and language, academic skills and coordination. Acta Paediatrica, 107(8), 1409-1417. DOI: 10.1111/apa.14308.
  32. Lense, M. D., Ladányi, E., Rabinowitch, T-C., Trainor, L., & Gordon, R. (2021). Rhythm and timing as vulnerabilities in neurodevelopmental disorders. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 376 (1835), e20200327. DOI: 10.1098/rstb.2020.0327.
  33. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg, & C. Kramsch. (Eds.). Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins Publishing.
  34. Lorusso, M. L., Eikerling, M., Bloder, T., Rinker, T., Guasti, M. T., & Marinis, T. (2022). Come migliorare la valutazione e il trattamento dei bambini multilingui con disturbo primario del linguaggio e disturbo specifico dell’apprendimento. DOI: 10.48787/kops/352-2-v54lieceelvn4.
  35. Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative migration studies, 7(1), 1- 20.
  36. Marinis, T., & Armon-Lotem, S. (2015). Sentence Repetition. In: Armon-Lotem, S., de Jong, J. & Meir, N. (Eds.). Methods for assessing multilingual children: disentangling bilingualism from Language Impairment. Multilingual Matters (pp. 95-121). Bristol, UK.
  37. Multilingual Affairs Committee of the IALP (2011). Recommendations for Working with Bilingual Children. Retrieved from https://ialpasoc.info/committees/multilingual-and-multicultural-affairscommittee/ (consultato il 18.03.2021).
  38. Multilingual-Multicultural Affairs Committee of the IALP (2020). Common Question by Speech and Language Therapists/Speech-Language Pathologists about Bilingual/ Multilingual Children and Informed, Evidence-based Answers. https://ialpasoc.info/wp-content/uploads/2017/10/ Common-Questions-by-SLT- SLP-about-Bilingual-Multilingual-Children-and-Informed-Evidence-based-Answers_2020. pdf (consultato il 25.01.2022).
  39. Olioumtsevits, K., Papadopoulou, D., & Marinis, T. (2022). Vocabulary Teaching in Refugee Children within the Context of the Greek Formal Education. Languages, 8(1), 7.
  40. Olioumtsevits, K., Papadopoulou, D., & Marinis, T. (2023). Second language grammar learning in refugee children: Is group dictation an effective teaching technique?. Pedagogical Linguistics, 4(1), 50-76.
  41. Orellana, C. I., Wada, R., & Gillam, R. B. (2019). The use of dynamic assessment for the diagnosis of language disorders in bilingual children: A meta-analysis. American Journal of Speech and Language Pathology, 28(3), 1298-1317.
  42. Pagliarini, E., Scocchia, L., Granocchio, E., Sarti, D., Stucchi, N., & Guasti, M. T. (2020). Timing anticipation in adults and children with Developmental Dyslexia: evidence of an inefficient mechanism. Scientific Reports, 10(1), 17519. DOI: 10.1038/s41598-020-73435-z.
  43. Park, J., Miller, C. A., Sanjeevan, T., van Hell, J. G., Weiss, D. J., & Mainela-Arnold, E. (2021): Non-linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children. International Journal of Language & Communication Disorders, 56(4), 858- 872. DOI: 10.1111/1460-6984.12632.
  44. Petersen, D. B., & Gillam, R. B. (2015). Predicting reading ability for bilingual Latino children using dynamic assessment. Journal of Learning Disabilities, 48(1), 3-21.
  45. Rocca L., Deygers B., & Hamnes Carlsen C. (2020). Linguistic integration of adult migrants: requirements and learning opportunities. Report on the 2018 Council of Europe and ALTE survey on language and knowledge of society policies for migrants, Council of Europe, Strasbourg. Retrieved from https://rm.coe.int/linguistic-integration-of-adult-migrantsrequirements-and-learning-opp/16809b93cb.
  46. Sousa, L. P. D. Q., Tiraboschi, F. F., Lago, N. A. D., & Figueiredo, F. J. Q. D. (2019). Collaborative English language learning: some reflections from interactions between pairs. Trabalhos em Linguística Aplicada, 58, 259-286.
  47. Skoning, S. N. (2010). Dancing the curriculum. Kappa Delta PiRecord, 46(4), 170-174.
  48. Vender, M., Delfitto, D., & Melloni, C. (2020). How do bilingual dyslexic and typically developing children perform in nonword repetition? Evidence from a study on Italian L2 children. Bilingualism: Language and Cognition, 23(4), 884-896. DOI: 10.1017/S1366728919000828.
  49. Warren, M. & Young, S. (2012). From metalinguistic awareness to social context: the role of L1 literacy in adult SLA. A research synthesis. Washington DC: Georgetown University.
  50. Willis, J. (2007). The neuroscience of joyful education. Educational leadership, 64(9), 1-5.

Metriche

Caricamento metriche ...