Improving Textual Competence in a Second Language Initial Literacy Classroom

Abstract

The paper aims to illustrate some textual learning activities developed for an L2 Italian initial-literacy classroom, and, in particular, for illiterate plurilinguals (mostly unaccompanied foreign minors). The activities in question belong to an experimental proposal that consists of a specific textual teaching module integrated with a second-language initial literacy course employing the communicative/affective-humanistic teaching approach. Textual activities are normally proposed to intermediate and advanced level literacy learners in second-language classrooms, in order to fully develop reading and writing abilities (i.e. functional literacy). However, based on the importance of learners' plurilingualism, oral ability, and everyday needs, the specific textual activities proposed in the initial literacy classroom have produced significant results, also with important effects on learners' motivation.