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In the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR, Cambridge University Press, ISBN: HB 0521803136 - PB 0521005310 www.uk.cambridge.org/elt), it is emphasized that languages should not be considered as compartments ponds to be faced and learned in isolation, and that by "plurilingualism" we mean the integration of different linguistic repertoires which do not necessarily imply complete mastering of all abilities. Lecturio + is an Erasmus + project funded by the European Community for a partnership of public and private bodies. It develops along two lines of action: production and experimentation of learning paths of Romance languages on the model of linguistic inter-understanding and planning and implementation of an international summer school. Regarding the first action Lecturio + provides for the creation of a multilingual narrative tool intended for 8-year-old children of 3 European countries that guarantees attention also to dyslexic students. Moving from the scientific references on the difficulties in learning L2 for dyslexic students, the working group of the CNTHI of Unisalento, has been responsible for the inclusive design of the teaching tool, it is the book version and the Kamishibai version of a story titled "Thomas and the watermelon ", its adaptation to make it accessible and the methods of fruition and evaluation also through the digital version. This is a text structured according to the criteria of inclusive teaching that is proposed in schools in the partner countries of the project and translated into 14 languages. The purpose of the grant is to stimulate the learning of L2 through immersive experiences. The CNTHI working group has also organized two tools for the exploration of beliefs and attitudes towards the learning of a foreign language of teachers and students of the 4 primary school classes where the tools comes tried out. The aim is to recognize the preliminary components of a positive approach to the language. Partners of The Lecturio + Project Are: Association Internationale Pour La Promotion de L'intercompréhension À Distance France; Lycée Le Mas Blanc France: Fédération Régionale des Maisons Familiales Rurales de Midi-Pyrénées France: University of Salento Italy; Universitat de Barcelona Spain; Universite de Corse Pascal Paoli France; Universitat des Saarlandes Deutschland; University of the Studies Roma Tre Italy.

though a strong heterogeneity both in the approaches and results. In this direction, focusing on the social dimension of knowledge and on the processes of interpretation and co-construction connected to it, the paper will describe the attitudes toward Giftedness of a sample of 130 Italian education professionals (educators, teachers, pedagogists, psychologists) from North, Centre and South Italy. A specific questionnaire was built to investigate the representations of giftedness. The contribution will explore the main categories of representations connected to Gifted students through an interpretive analysis of qualitative data. We want to verify also if the professional and social role could affect the interpretation of giftedness among the sample of study. Although a great variability is present in the attitudes of the subjects, main dimensions arise in the ideas and imagination of giftedness. The characteristics of the dimensions and how they influence the identification, intervention and education of gifted students is discussed. The contribute reflects on the social representations expressed by the people interviewed about the concept of giftedness and the mental image associated with it. The main differences refer to the meaning of creative thinking and IQ and the image of giftedness as a process of development, growth and plant germination