This article illustrates the results of a three-year research project conducted in the migration setting of Southern Italy from 2015 to 2018 focused on: 1) theorising English as a Lingua Franca (ELF) as a “translingual practice” in migratory settings across the Mediterranean; 2) scrutinizing the possibility of a pedagogy of contact in the Italian as a Foreign Language (IFL) classroom; 3) highlighting issues of self-translation and reflexivity in teaching and learning practices in the migration setting. Considering teaching as a narrative phenomenon, the article explores the third phase of the project, which was based on a series of interviews with the IFL teachers, conducted in 2017–2018, aimed at highlighting such issues as the use of ELF as a co-learning language, of autobiographical elements and self-translation practice and of self-reflexivity and improvisation. Results show the extent to which approaching students, who are also beneficiaries in a national humanitarian project, required an effort to eliminate the ideal of linguistic purity, as well as all cultural and linguistic prejudices.
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|Titolo:||Teaching as narrative. The use of ELF in the IFL class in the migration setting of Southern Italy|
|Data di pubblicazione:||2020|
|Appare nelle tipologie:||1.1 Articolo in rivista|