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What I
have just said implies that language teachers working with the same class,
including the teacher of Italian, decide to work together. Am I talking about
an ideal world? I don’t know. But perhaps it’s worth ending this paper with
what I think are three essential conditions for this to happen:
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•the first condition is, recognising the fact
that the function of a plurilingual curriculum is not only to teach several
languages, but also, and most importantly, to teach students how to learn
languages, at school and throughout their lives, and to learn how to use
language across the curriculum – in other words, this means relaunching the
idea of language education – educazione linguistica;
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•the second condition is, making this an explicit
aim of our school policy, a priority to be officially recognized and
developed throughout the school community – not just among teachers and
students, but also among parents and administrators;
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•the third condition is to build a school and
classroom culture based on teacher collaboration. This is of course
crucial. Our students cannot perceive the learning of several languages as a
global experience unless we, their teachers, share a common background. This
means much more that agreeing on a list of grammar points or lexical areas or
communicative functions to teach in the same class. It can mean that, but
above all it means a need for us to share our own knowledge, skills and
attitudes.
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