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Resumen:El trabajo se propone ilustrar la investigación que ha llevado a la ideación, diseño y desarrollo del proyecto LI.LO (acrónimo de Lengua Italiana y Lengua de Origen), dirigido a estudiantes de ciudadanía no italiana nacidos en Italia, de entre 11 y 14 años, cuya lengua de origen sea el español. El proyecto tiene como objetivo el desarrollo, por parte de los estudiantes, de la competencia que en literatura especializada se llama Cognitive Academic Language Proficiency, es decir, la habilidad de manipular la lengua y los conceptos más abstractos, en contextos de estudio. La metodología adoptada en la primera fase ha previsto la suministración de pruebas de lengua y de las disciplinas en los dos idiomas objeto del estudio (italiano y español) y de una biografía lingüística. El resultado de los test han puesto de relieve que los estudiantes de origen hispanohablante han obtenido puntuaciones inferiores tanto con respecto a sus compañeros italianos, como respecto a la competencia Abstract:The paper aims to illustrate the research that has led to the creation, design and development of the LI.LO Project (Lingua Italiana e Lingua di Origine), targeted at students of Hispanophone origin of second generation and attending Italian middle school (scuola secondaria di primo grado, aged beteween 11 and 14). The project aims primarily to develop academic skills in both languages and CALP (Cognitive Academic Language Proficiency) which is the ability to manipulate language and contents for academic purposes. The methodology is divided into two phases: in phase one, before defining the course objectives, data had to be collected on the basis of the linguistic and communicative abilities in both languages (Italian and Spanish) used at school by students of non-Italian origin. Two tools were used: a language test and a linguistic biography. as regards language, mean scores recorded by Italian students were higher than those achieved by Hispanophones. However, for His- panophone students Italian as a language of study is the language in which their scores were higher. In the second phase a workshop was created with the aim to improve CaLP and study-oriented computer skills. A blended methodology was adopted with distance learning delivered through a teaching platform and access to appropriate on-line text books, while traditional classroom teaching took place in a computer lab. The results that emerged in the second phase showed that the LI.LO course helped develop CaLP regarding comprehension skills in both languages and in the use of the language, particularly in Italian.De ELE al desarrollo de la CaLP y de la metacompetencia bilingüe lauRa sanFelici y elena Key words:Bilingualism; CALP; BICS; ICT.lingüística y académica en su lengua de origen. La metodología usada en la segunda fase es la del taller, llevado a cabo en el aula de informática en modalidad blended, a través del uso de una plataforma creada ad hoc para el curso. Los resultados del análisis de la segunda fase han evidenciado que el curso LI.Lo. ha sido útil...

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The reality of the Italian school, with the phenomenon of immigration and the presence of new ethnic-linguistic minorities, which are becoming more and more second-generation, poses new questions to the political debate and also to the legislative one. What model of integration and what protection for new minorities? What steps should be taken to complete the integration of foreign students who, despite being more and more born and educated in Italy, continue to achieve lower academic outcomes than Italian pupils? The aim of this paper is to present an overview of the main reference frameworks of heteroglossic bilingual education and show an example of research actions carried out in Secondary and Primary schools of Genoa.