Il translanguaging nella scrittura collaborativa di studenti universitari con profilo plurilingue

The essay focuses on translanguaging discourse practices among plurilingual university students engaged in collaborative reading and writing activities involving academic language. Dyads of plurilingual students sharing (at least) one language other than Italian in their common repertoire have been engaged in two comparable sessions of tasks, crucially differing for the possibility of recurring or not to languages other than Italian in deploying the tasks. The quantitative and qualitative data, including perceptive ones presented indicate that so much in understanding
as much as in collaborative writing the use of plurilingual practices
facilitate the academic task of understanding and synthetizing disciplinary content in L2, although the perceptual investigation does not always reveal
awareness of this.
Together with raising awareness among students, it thus seems essential
the development of educational interventions aimed at integrating
these practices in a systematic and strategic way.