Il contributo è il risultato del lavoro congiunto dei due autori, tuttavia è possibile attribuire a Stefania Pinnelli i paragrafi 1 e 2, mentre ad Andrea Fiorucci i paragrafi 3, 4 (4.1, 4.2, 4.3), 5.

In the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR, Cambridge University Press, ISBN: HB 0521803136 -PB 0521005310 www.uk.cambridge.org/elt), it is emphasized that languages should not be considered as compartments ponds to be faced and learned in isolation, and that by "plurilingualism" we mean the integration of different linguistic repertoires which do not necessarily imply complete mastering of all abilities. Lecturio + is an Erasmus + project funded by the European Community for a partnership of public and private bodies. It develops along two lines of action: production and experimentation of learning paths of Romance languages on the model of linguistic inter-understanding and planning and implementation of an international summer school. Regarding the first action Lecturio + provides for the creation of a multilingual narrative tool intended for 8-year-old children of 3 European countries that guarantees attention also to dyslexic students. Moving from the scientific references on the difficulties in learning L2 for dyslexic students, the working group of the CNTHI of Unisalento, has been responsible for the inclusive design of the teaching tool, it is the book version and the Kamishibai version of a story titled "Thomas and the watermelon ", its adaptation to make it accessible and the methods of fruition and evaluation also through the digital version. This is a text structured according to the criteria of inclusive teaching that is proposed in schools in the partner countries of the project and translated into 14 languages. The purpose of the grant is to stimulate the learning of L2 through immersive experiences. The CNTHI working group has also organized two tools for the exploration of beliefs and attitudes towards the learning of a foreign language of teachers and students of the 4 primary school classes where the tools comes tried out. The aim is to recognize the preliminary components of a positive approach to the language.

No abstract

The paper moving from a pedagogical reflection on innovative methodology for the improvement of teaching in schools and universities, presents the model of Flipped Classroom activated during 2014-2015 at the University of Salento in the experimentation of the E-Learning in the University. The contribute describes the design and framework of the Tic & DIL project and the different levels of assessment focusing on the students perceptions. A subgroup of 175 students of the project was involved in this research. An opinion survey shows that the FC approach had a whole good impact on the students. They describe themselves as more motivated and independent in their learning process while, sometimes, it could produce a sense of loss and a relational distance between teacher and students. 

This article relates the construction and the use of simulators of laboratory materials in activities of simple experimentation, using material and alternative reagent. Apart from not residually interfering with the environment, the manipulation of the aforementioned materials does not expose students to any risk. Thereby, such activities can be developed especially in those schools in which a laboratory is not available. The simulators perfectly responded to the expected purposes of the activities, demonstrating the possibility of becoming an excellent didactic resource. The 50 minutes period was enough to develop each individual activity; furthermore, the classroom was the physical space used for the execution of such activities. At the beginning, a study case was presented and students were encouraged to formulate and discuss their hypothesis. In the course of the activities, it was possible to bring students to deconstruct concepts of common sense related to the themes discussed – acid, base, separation of mixtures, amongst others – reconstructing them from the scientific sense. This reconstruction took place in a relaxed atmosphere in which mistakes were corrected without resulting in embarrassments. Meanings were not imposed; instead, they were built by all. Some students reconsidered their initial concepts – incorrect knowledge they had about a specific phenomenon – welcoming the ideas from other students who were better able to explain such phenomenon.