Digitali nativi e didattica della L2.

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

[automatically translated] The ratio of the early learning of the LS and the increasing use of technology in primary school reveals not only a problem of coordination between phases and educational tools, but requires awareness of the overall cognitive framework that characterizes this period of evolution of the child . The explicit that we can observe in the training practices is slight compared to the connections between brain development and the set of language skills, transversal and metacognitive, which are at stake. Tools and cognitive mode, apparently autonomous or remote, actually turn out strongly interlinked. An orientation 'steering' and 'simplification' in education affected their shortcomings with the increasing awareness of the 'complexity', sometimes seemingly contradictory, which is abundant in the pupil. Specifically, skills and knowledge of these digital natives suggest a more 'natural learning' that starts from the pupil's knowledge and cross that leaves a more action space to the synergies and the timing of the receptive skills (audio and video).
Original languageItalian
Title of host publicationLinguistica e didattica delle lingue e dell’inglese contemporaneo Studi in onore di Gianfranco Porcelli
Pages349-368
Number of pages19
Publication statusPublished - 2011

Cite this

Di Sparti, A. (2011). Digitali nativi e didattica della L2. In Linguistica e didattica delle lingue e dell’inglese contemporaneo Studi in onore di Gianfranco Porcelli (pp. 349-368)