Dall’interlingua alla competenza plurilingue in apprendenti di lingue affini

Translated title of the contribution: [Autom. eng. transl.] From interlingua to multilingual skills in like-language learners

Sonia Lucia Bailini, Cristina Bosisio

Research output: Chapter in Book/Report/Conference proceedingChapter


[Autom. eng. transl.] The paper presents a research-action model aimed at promoting the acquisition of inter-linguistic awareness in learners of related languages with Italian, Spanish and French as L1, L2 or L3. The theoretical frame of reference refers on the one hand to the current directions of research on interlingua as a variable, dynamic and individual system that can be studied in a transversal way from different disciplinary points of view, from sociolinguistics, to psycholinguistics, to language teaching and from other, to the recent framework for plural approaches to languages and cultures (Carap). Among the pluralistic approaches we focus in particular on the potential, in language and metacognitive terms, of intercomprehension between related languages and of integrated teaching of languages and cultures. In fact, we believe it is fundamental to underline the importance of promoting, in daily teaching, the meta-linguistic reflection as a tool for activating processes oriented to the development of plurilingual and intercultural competence. In this perspective, interlanguage can be understood as a fertile field of study to be exploited to promote a greater linguistic awareness in the learner of related languages and, therefore, a greater ability to strategically reuse the knowledge of L1 and other languages part of the individual linguistic repertoire. Leveraging on the centrality of the learner and on his active participation in the management of his own learning process, we consider interlingua, understood as a product as well as an acquisition process, the starting point for tracing a learning profile that provides useful information for the elaboration of a teaching input adapted to his needs. This input, compliant with the individual profiles, must also be an opportunity, for the learner, to strengthen and enhance their own multilingual communication competence. To this end, starting from some Carap descriptors, we propose specific interlingual and intercultural enhancement activities.
Translated title of the contribution[Autom. eng. transl.] From interlingua to multilingual skills in like-language learners
Original languageItalian
Title of host publicationCrossroads: Languages in (E)motion
Number of pages22
Publication statusPublished - 2014


  • Interingua
  • Interlangue
  • Langues parentes
  • Lingue affini


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