The following pages report on a classroom experience with English L2 stu- dents at postgraduate level. The idea of setting up a creative writing project emerged as a response to the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole. The key was the ancestral value of narration as a tool for the building and transmission of knowledge which allowed to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure. After a review of the founding concepts of inclusion and creative writing, a description of the learning path will follow, as well as a critical reflection on the results obtained.
Racconto e inclusione in contesto edulinguistico
Bruna Di Sabato
2020-01-01
Abstract
The following pages report on a classroom experience with English L2 stu- dents at postgraduate level. The idea of setting up a creative writing project emerged as a response to the need to create a welcoming, inclusive environment in which all students could collaborate and feel part of a whole. The key was the ancestral value of narration as a tool for the building and transmission of knowledge which allowed to create activities which the disabled students could carry out on a par with their colleagues and without any undue stress or pressure. After a review of the founding concepts of inclusion and creative writing, a description of the learning path will follow, as well as a critical reflection on the results obtained.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
