CLIL and Inclusive Education between Plurilingualism and Mediation in Primary School
Abstract
This study explores the socio-linguistic dynamics of non-Italian pupils in Italian primary schools, using 2022/2023 MIM data. It suggests that applying CLIL methodology to Italian as a second language (L2) promotes inclusivity, linguistic diversity, and reduces inequalities. By analysing ministerial data and reviewing pedagogical literature, the research outlines teaching objectives and strategies. The findings highlight CLIL's effectiveness in fostering inclusivity and bridging the gap between BICS and CALP, making it a valuable tool for supporting pluriculturalism and pluriliteracies in education.
Submitted: March 13, 2025 | Accepted: July 25, 2025 | Published Aug. 29, 2025 | Language: it
Keywords CLIL • Intralingual translation • Mediation • BICS/CALP • CEFR Companion Volume
Copyright © 2025 Virginia Vecchiato. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2025/02/005