METODOLOGIE COOPERATIVE E TECNOLOGIA MOBILE PER UN’EDUCAZIONE PLURILINGUE

Il presente contributo si inserisce nel panorama degli studi sull’educazione linguistica intesa come ambito integrato di studio di tutte le lingue che si parlano e si apprendono a scuola (L1, L2, LS) e, più in generale, di tutti i codici e le varietà con cui gli alunni entrano in contatto. Nel triennio 2014-2017 è stato implementato un Modulo Glottodidattico Sperimentale (MGS) in alcune classi multietniche (alunni di 11-13 anni), con lo scopo di promuovere e valorizzare la diversità linguistica e culturale degli alunni attraverso metodologie d’insegnamento e modalità di verifica adeguate alle caratteristiche di eterogeneità linguistica di queste classi. Seguendo i principi dell’approccio dialogico e della didattica integrata delle lingue il MGS si è avvalso, nella fase implementativa, dell’insegnamento contemporaneo di quattro lingue curricolari, del ricorso a pratiche spontanee e guidate di translanguaging, di confronti intra- e interlinguistici, di narrazioni e real life task. Nella fase di verifica sono stati progettati test in grado di tener conto sia della competenza plurilingue degli alunni, sia dell’interdipendenza tra le lingue che compongono il loro repertorio. Dopo aver fornito alcune coordinate teorico-metodologiche, vengono presentate le diverse fasi di implementazione del MGS e i risultati raggiunti.   Cooperative methodologies and mobile technologies for a plurilingual education This article is part of a series of studies on language education, in the sense of an integrated field of study of all languages that are spoken and learned at school and, more generally, of all the languages and their varieties which students come into contact with. From 2014-2017, a Modulo Glottodidattico Sperimentale (MGS) was implemented in some multiethnic classes (11-13 y/o pupils), with the aim of promoting and enhancing the linguistic and cultural diversity of pupils, through appropriate teaching and assessment methods suitable to the linguistic heterogeneity of these classes. Following the principles of the “dialogical approach” and the “integrated didactic approach to languages”, the MGS availed itself, during the implementation phase, of the simultaneous teaching of four languages, the use of spontaneous practices and guided translanguaging, intra- and interlinguistic comparisons and real-life tasks. During the assessment phase, tests were designed that took into account both the pupils' plurilingual competence and the interdependence between languages that made up their repertoire. After providing some theoretical-methodological coordinates, the different implementation phases of the MGS and the results achieved are presented

Uno studio di caso

Linguistic and cultural diversity has always been a fundamental value of the European Union. However, today, due to the current profound crisis, it is in danger of being perceived rather as an obstacle to cooperation. The aim of this paper is to take advantage of the diversity that characterises multiethnic classes, promoting plurilingualism and a dialogical approach to language learning-teaching and to intercultural communication. In a case study, the validity of plurilingualism and of cooperative methodologies, also in language testing, is confirmed by the results relating to the linguistic and intercultural competence of an experimental sample of middle school pupils

Mitochondrial energetics in liver and skeletal muscle after energy restriction in young rats

The present study investigated the effect of 2 weeks of energy restriction on whole body, liver and skeletal muscle energy handling. We measured whole-body oxygen consumption, as well as mitochondrial protein mass, respiratory capacity and energetic coupling in liver and skeletal muscle from food-restricted (FR) rats, age- and weight-matched controls. We also assessed markers of oxidative damage and antioxidant defences. The present results show that, in response to energy restriction, an adaptive decrease in whole-body energy expenditure is coupled with structural and functional changes in mitochondrial compartment, both in liver and skeletal muscle. In fact, liver mitochondrial mass per g of liver significantly increased, whereas total hepatic mitochondrial oxidative capacity was lower in FR than in control rats, because of a significant decrease in liver contribution to total body weight. In skeletal muscle, sub-sarcolemmal (SS) mitochondrial respiratory capacity, as well as SS and inter-myofibrillar (IMF) mitochondrial protein mass per g of tissue, was significantly lower in FR rats, compared to controls. Finally, a decrease in oxidative damage was found in liver but not in skeletal muscle mitochondria from FR rats, whereas an increase in antioxidant defence was found in both tissues. From the present results, it appears that skeletal muscle is involved in the decrease in energy expenditure induced by energy restriction. Energy sparing is achieved through changes in the activity (SS), mass (SS and IMF) and efficiency (IMF) of mitochondrial compartmen