The global outbreak of COVID-19 in late 2019 and the consequent school closure forced teachers and institution to explore new solutions to integrate traditional classroom teaching methods into online delivery, posing a number of challenges not only to mainstream education in general but also to the teaching of Italian as an additional language in primary and secondary schools. The present research aimed at investigating Italian L2 teachers’perspective on the distance teaching experience. In order to encourage an in-depth retrospective reflection, 14 teachers participated to extended oral interviews focusing on organization of distance teaching, methodological choices, teacher training and collaboration with colleagues and families. Beyond individual experiences, despite the fact online teaching was generally lived as a significant moment of professional growth, results outlined on the one side how teachers felt they only partially succeeded in achieving their educational role, on the other they stressed the urgency for the development of structural interventions for the linguistic support of bilingual students in order to promote effective inclusion.
Italian as a Second Language in Schools during the Covid-19 Pandemic: Exploring Teachers’ Perspectives
Stefania, FerrariPrimo
2023-01-01
Abstract
The global outbreak of COVID-19 in late 2019 and the consequent school closure forced teachers and institution to explore new solutions to integrate traditional classroom teaching methods into online delivery, posing a number of challenges not only to mainstream education in general but also to the teaching of Italian as an additional language in primary and secondary schools. The present research aimed at investigating Italian L2 teachers’perspective on the distance teaching experience. In order to encourage an in-depth retrospective reflection, 14 teachers participated to extended oral interviews focusing on organization of distance teaching, methodological choices, teacher training and collaboration with colleagues and families. Beyond individual experiences, despite the fact online teaching was generally lived as a significant moment of professional growth, results outlined on the one side how teachers felt they only partially succeeded in achieving their educational role, on the other they stressed the urgency for the development of structural interventions for the linguistic support of bilingual students in order to promote effective inclusion.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
