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The area of legal interpreting and translation took shape especially in the wake of the 1848 revolutions which – over the decades to come – implied the creation of some more or less institutionalized sub-areas including sworn interpreters, the “Terminology Commission” or the “Editorial Office of the Imperial Law Gazette” (Reichsgesetzblatt). The discussion of these newly established settings will provide the basis for understanding the concurrence of the elements responsible for what I call the “construction of a Habsburg culture”.

«A multiplicity of languages and cultures has entered the Italian school environment»: that is what is written in the introduction of the Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione (MIUR, 2012, p. 8). The ministerial document, which forms the framework for school curricula, describes the de facto multilingual situation which can be observed in all kinds of educational environments and in communities. In infancy educational services and in schools, the presence of girls and boys who practice another language at home has long been widespread and on the increase. After describing the pluralistic linguistic repertoires featured in schools, the essay presents some evidence collected in two kindergartens in Milan, as part of a training course. Teachers were invited to use a map of intra-family communication during interviews with foreign parents, in order to outline the children’s language biographies, and to know the strategies and choices of the family. In the second part, the focus will be on some autobiographical fragments taken from literary texts in which the authors highlight the stages and steps they have gone through in their history of native bilinguals. Finally, a review of the legislation dealing with the themes of mother tongues, multilingualism and linguistic diversity in childcare and schools is presented.

The multilingualism of the Italian school is a fact, both because of the migratory flows of the last 30 years and for historical reasons. Multilingual language education, also following the studies in the field, is therefore a necessity. The article aims to clarify the theoretical framework of transversal language education, the development of critical multilingual language awareness and it introduces the notions of school discomfort and perceived (formative) need. A case study will then be presented linked to a two-year training provided on the Brescia area, whose population will also be illustrated in terms of students with a migratory background. After presenting the research methods and the survey tools, we will analyze the degree of awareness of the multilingual question of teachers and of responsibility towards the phenomenon, trying to identify the possible causes at the origin of this perceptual position. To conclude, possible training courses will be hypothesized to increase awareness and transform school discomfort into a stimulating challenge for teacher professionalism, with the support of expert figures.

This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).

Basing on the experience gained in the project The plurilingual classroom. Research on linguistic complexity for inclusive teaching, we present some recommendations for action with the aim of reaching an improved knowledge of the plurilingual learners’ linguistic repertoires and to make them visible and promote them in the school activities, in order to enrich the linguistic and intercultural experience of the entire class. By means of questionnaires and semi-structured interviews, teachers can collect useful elements to shape the teaching activities in the context of the plurilingual classroom. The promotion will be the more impactful, the more it will be able to involve all the languages of the classroom in interdisciplinary activities. Thanks to the attention to the dimension of plurilingualism per se, rather than to the individual languages, it will be possible to avoid counterproductive stimuli on individuals who are reluctant to share their experiences and, at the same time, to involve also tendentially monolingual speakers, guiding them to discover the pervasiveness of plurilingualism in society.

For several years we have been carrying out research on the inclusion of minors with a migratory background in the schools of Friuli Venezia Giulia. In line with the findings of other surveys, even in the Region the linguistic repertoires of the various communities have undergone a partial restructuring with the entry of the Italian language alongside, or sometimes in replacement of, that of the country of origin. Over the years, however, the changes have regarded not only the languages present in the repertoires, but also, and above all, the speakers’ uses. The aim was to understand the attitudes that minors have towards their heritage languages and to relate them to actual uses. Our hope is that the data collected will contribute to the dissemination of good practices for the promotion of plurilingualism at school and for the development of inclusive approaches that enhance the skills of all pupils in the class.

In our paper we will present an experimental proposal of teaching Italian as a second language and promoting plurilingualism and the preservation of the mother tongue in a course organized for children of pre-school services and for their parents. The proposal was financed by a FAMI project, called VOCI, a leaded by the municipality of Venice in partnership with the University Ca’ Foscari. All the project was carried out between 2019 and 2021. The project aimed at experimenting actions to facilitate the learning of Italian as a second language (L2) together with contents of civic education for vulnerable learners. Thanks to recent studies it has emerged the need to promote courses of a second language and at the same time to promote all children’s language repertoires. During the experimental proposal that we will present, we organized such type of courses for minors of pre-school services and for their parents. We focused on vocabulary and syntactical aspects useful to tell stories. We will present the syllabus of the course, the activities and the results of two focus group.

Many European language policy documents have long confirmed the importance of adopting a plurilingual and intercultural perspective in teaching, which could foster inclusion and promote an understanding of linguistic and cultural diversity. After comparing the European notion of plurilingual and intercultural education with the Italian one of democratic linguistic education, the paper discusses the most suitable teaching approaches for the enhancement of plurilingual repertoires in the Italian school, highlighting their points of contact and specificities. The goal is to show how plurilingualism can become an educational and cognitive resource for the benefit of the whole class, as well as an object for enhancing the individual and his/her language biography. The paper thus seeks to propose a possible Italian way of approaching to plurilingual education, capable of benefiting from the historical and sociolinguistic heritage of our country but in continuity with the educational language policies of the European Union. Being conceived in the broadest sense, plurilingualism thus becomes a ground for comparison and mutual (re)cognition in which all languages ​​and varieties of languages in the classroom acquire dignity and value.

This paper attempts to tackle a number of connected philosophical questions regarding the role of language in the debate surrounding sustainability. One of the most obvious effects of globalisation and our current ecological crisis is the disappearance of languages and the impoverishment of our linguistic resources. The paper initially contrasts the experience and nature of biological and linguistic extinction in order to better understand the effects of language death on sustainability. The paper then moves to examining the disempowering effects of predominant discourses and truncated repertoires in what is largely monolingual behaviour, with particular reference to current crises and attempts to alleviate them. Language teaching and practices are considered with a focus on the opposition of neoliberal globalising tendencies and policy on the one hand, and the actuality of the complexities of localised understanding on the other. It is suggested that sustainable policy and practice require sustainable linguistic means and uses, and will be informed by deeper, more detailed debate, rather than searching for sweeping solutions. The paper proposes a renewed approach to language policies regarding learning, teaching, testing and governance that are non-exploitative but, at the same time, respect the requirements of meritocratic values. The importance of receptive skills in (inter-)cultural interactions and the role of languages in the appreciation of truth values is also underlined.

The paper presents an attempt to reconstruct the original method of mastering the Modern Greek, created for classical philologists by a talented researcher and classical philologist Jules David. Jules David (Charles-Louis-Jules David, 1783–1854) was the son of Jacques-Louis David (1748–1825), apparently the most successful and well paid artist in the entire history of France, the creator of neoclassicism. We will try to show that his scientific conception presents an interesting attempt to establish a connection between the ancient and modern state of the Greek continuum. Jules David’s linguo-didactic approach is innovative and unexpected – while discussing the standard of the Greek language, he managed to combine elegantly the descriptive and prescriptive aspects of the language analysis. His main work, the Comparative description of the Ancient Greek and Demotic Languages (Συνοπτικός παραλληλισμός της ελληνικής και γραικικής απλοελληνικής γλώσσης) is a fascinating attempt to establish the parallels of the Ancient Greek and Modern Greek languages. In addition Jules David set himself another and not trivial task indeed – to make classical philologists, dealing with the Ancient Greek, feel that they are dealing with a living language, and not with a dead scheme. We believe that this strategy of David, due to its originality, has not been fully understood by researchers and can be compared with the views of another outstanding neo-Hellenist and philosopher Nikolaj Bakhtin, the brother of philosopher Mikhail Bakhtin (1884–1950).

The current paper describes a study that sought to determine the beliefs, practices, and needs of parents living in Montreal, Quebec, who were raising their children bi/multilingually. The parents (N = 27) participated in a total of nine focus group and individual interviews in which they discussed their family language policies (language ideologies, practices, and actions taken to maintain a language). Through rounds of deductive and inductive coding and analysis, family language policies regarding English and/or French were compared with policies regarding heritage languages. The participants' family language policies were further examined in light of Quebec's official language policy of interculturalism. Findings indicate a complex co-existence of family and official language policy in which parents both support Quebec's official language policy by converging towards French as a common public language and questioning the policy's stance on official institutional support for heritage languages. [ABSTRACT FROM AUTHOR]

This article explores the language learning experiences of four recently arrived adolescent plurilingual immigrant students who participated in additional structured linguistic support (SLS) in lower secondary education. The SLS was targeted at creating scaffolding for students who were learning both the language of schooling and the subject-specific content of Finnish basic education. This study applied an interpretative phenomenological approach. Data from interviews conducted twice during the study revealed two phenomenological themes at the core of the students' language learning experiences in formal and informal contexts. The first theme suggests that schools constituted the most important inclusive environment for learning the language of the new home country; therefore, scaffolding for the students should be organized accordingly. The second theme revolves around the role of Finnish and other languages in plurilingual students' linguistic repertoires. The findings of this study suggest some pedagogically relevant approaches for supporting students in learning the language of schooling, especially in lower secondary education. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the use of equivalent conceptual metaphors and the correspondent linguistic expressions in refugee students' L1s and L2s and examine the possible positive effects conceptual metaphors can induce for vocabulary learning and retention in second language learning. Moreover, another aim of the research is to investigate the use of conceptual metaphors as a cross-cultural awareness tool for the case of refugee students and how this may reveal specific aspects of their plurilingual repertoires. The research took place in a non-formal educational center in Kos island, where refugee students attend language courses. The participants of the research were ten refugee students, aged 11–17, who learn English and Greek as L2s. The tools used to collect data were a personal data questionnaire, a metaphor awareness test, a pre-test and post-test before and after the language intervention and a discussion group. The results of the study demonstrate that refugee students are assisted by the existence of equivalent metaphors between their L1 and L2. Furthermore, the use of all languages of the participants promotes cross-cultural awareness and plurilingualism, as similarities not only between languages but also between cultures are found through the existence of equivalent conceptual metaphors. [ABSTRACT FROM AUTHOR]

A key factor that has been found to be critical in shaping family language policy is parents' linguistic identities, or "parents' personal experiences with bilingualism, biculturalism or second language learning" (King, Kendall A. & Lyn Fogle. 2006. Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International Journal of Applied Linguistics 9(6). 695–712, p. 703). In other words, parents' experiences of languages will colour and influence both their aims for their children's plurilingualism, and the practices that they bring to bear to that end. This proposition was explored in a paper by Sims, Margaret, Elizabeth M. Ellis & Vicki Knox. 2017. Parental plurilingual capital in a monolingual context: Investigating strengths to support young children in early childhood settings. Early Childhood Education Journal 45. 777–787 (p. 779), that "parents construct their own understandings of plurilingualism based on their own experiences with languages" meaning that the parents' linguistic identity indeed provides the potential and the basis for bringing up their children as plurilinguals. This paper, based on an Australian ARC-funded study, reports on the link between parents' linguistic identity and their family language policy, on their impact beliefs (De Houwer, Annick. 1999. Environmental factors in early bilingual development: The role of parental beliefs and attitudes. In G. Extra & L. Verhoeven (eds.), Bilingualism and migration, 75–95. Berlin, Germany: Mouton de Gruyter, p. 83), on the ways in which their aims for their children's language development are articulated and put into practice, and on how they deal with their children's emerging linguistic identity as plurilinguals, in a linguistically isolated context in regional New South Wales. [ABSTRACT FROM AUTHOR]

The potential of games to support language learning and acquisition - be it in the digital wilds or in the foreign language classroom - has often been discussed. In this article, I will look at digital games from an explicitly plurilingual perspective. I describe five existing games that demonstrate a plurilingual outlook (Romanica, MElang-E, BabelAR, LoCALL, World of Languages), focusing on their potential regarding modelling plurilingual competencies, fostering language awareness, and encouraging transformational play. I finish with a discussion of overall trends that can be observed across the five games and ramifications regarding pedagogy and future research. [ABSTRACT FROM AUTHOR]

Code-switching (CSW) is the phenomenon where speakers use two or more languages in a single discourse or utterance—an increasingly recognised natural product of multilingualism in many settings. In language teaching and learning in particular, code-switching has been shown to bring in many pedagogical benefits, including accelerating students' confidence, increasing their access to content, as well as improving their participation and engagement. Unfortunately, however, current educational technologies are not yet able to keep up with this 'multilingual turn' in education, and are partly responsible for the constraint of this practice to only classroom contexts. In an effort to make progress in this area, we offer a data-driven position paper discussing the current state of affairs, difficulties of the existing educational natural language processing (NLP) tools for CSW and possible directions for future work. We specifically focus on two cases of feedback and assessment technologies, demonstrating how the current state-of-the-art in these domains fails with code-switching data due to a lack of appropriate training data, lack of robust evaluation benchmarks and lack of end-to-end user-facing educational applications. We present some empirical user cases of how CSW manifests and suggest possible technological solutions for each of these scenarios. [ABSTRACT FROM AUTHOR]

Copyright of Translation & Translanguaging in Multilingual Contexts (TTMC) is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to describe and analyse graffiti arts and tags in the city of Nouméa, the capital of New Caledonia, a multicultural and multilingual city which is home to people who have moved from many different areas of New Caledonia and other countries of the South Pacific. I aim to understand how the citizens of Nouméa use graffiti and tags to construct their plural identities and identify themselves as Nouméens, as residents of Nouméan suburbs, and as people from other regions, with continued attachment and identification to these areas (tribal villages, islands, countries) of origin. How do they express these multiple senses of belonging? Which visual symbols, words, linguistic codes and norms do they use? How can this literacy help younger generations simultaneously reclaim their urban spaces ('I'm from here and elsewhere', 'I have my place in this city!') and assert their Oceanic identities? [ABSTRACT FROM AUTHOR]

Copyright of Language & Intercultural Communication is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos Europeos de Deusto is the property of Universidad de Deusto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research-intensive universities in the global peripheries have begun to mount English for research publication purposes (ERPP) initiatives to increase plurilingual scholars' publishing success. Though research into pedagogical initiatives is still limited, investigations of such programs can provide researchers with a greater understanding of the broader experiences and perspectives of scholars as well as the potential impact of interventions on course participants' scholarly writing. Answering the call for more longitudinal work in ERPP, this article outlines a small-scale, qualitative investigation of the perceived impact of an intensive ERPP course at a Mexican university on two environmental scientists' research writing five years following course completion. Data analysis included systematic review of participant CVs, as well as semi-structured interviews with two plurilingual EAL scientists and two ERPP practitioners connected to the ERPP course. Employing a critical plurilingual lens, this article discusses findings that not only outline the perceived impact of the intervention on these scientists' research writing at different stages of their academic trajectories, but also highlight the plurilingual nature of their evolving scholarly practices. The article culminates with data-driven suggestions for plurilingual conceptualization and enactment of scholarly writing pedagogies, policies, and research agendas. [ABSTRACT FROM AUTHOR]

More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn from teacher interviews, classroom activities and student work samples. Teachers' awareness was demonstrated to different degrees across affective, social, cognitive, power and performance domains. A translanguaging multimodal approach assisted in developing the language awareness identified across the domains. • A translanguaging multimodal approach enabled teacher language awareness. • Teacher language awareness developed across social and affective domains. • Social and affective domains of teacher language awareness influenced the power domain. • Cognitive and performance domains of teacher language awareness were challenging. [ABSTRACT FROM AUTHOR]

This article proposes to reflect on the category of intimacy in language studies, by focusing on "diglotte" speakers and the singularity of their speech. By producing utterances that are the result of the articulation of at least two languages, these speakers question the notion of "system where everything fits together" and tend to demonstrate the relevance of the notion of "poly-system". Taking this poly-system into account reveals the need for a linguistic hermeneutic coupled with a pragmatics that questions the concept of "grammaticality", so as not to construct an exclusive and excluding norm. It is at this price that the linguistic intimacy of the 'diglottes' speakers can be unearthed and that they can escape the feeling of shame that constantly threatens them.

The article aims at clarifying the premises of modelling educational outcomes of second language (L2) teachers’preparation by defining two core aspects of their professional competence architecture. From the perspectives of the communicative competence approach and the plurilingual approach to language teaching, metalinguistic awareness and plurilingual mindset are presented as the L2 teacher’s core characteristics determining the efficiency of his/her professional functioning and the appropriateness of using L2 in a variety of professional contexts. The specific type of metalinguistic reflection emerging in prospective L2 teachers (teacher metalinguistic awareness) is described as including (1) performance-driven language awareness acquired as the consequence of the gradual accumulation of language use experience; (2) critical metalinguistic awareness rooted in theoretical linguistic thinking; (3) metalingual knowledge; (4) awareness of language from learner’s perspective. It is shown that professional plurilingual / pluricultural mindset provides the L2 teacher with a set of presuppositions, thought content and focus for mobilizing plurality of languages for effective communication and identifying resources for language teaching and professional communication by flexible adjusting integrated L1‑L2 repertoire. An attitude of openness and worldviews curiosity, a focus on recognizing cultural diversity and a purposeful engagement of the interrelated repertoire of several languages in communication are described among the key elements of professional plurilingual / pluricultural mindset. It is concluded that an intensive promotion of awareness-raising activities aimed at enhancing teacher metalinguistic awareness and plurilingual / pluricultural mindset are supposed to contribute to prospective L2 teachers’acquiring professional autonomy and the sense of professional self.

The paper presents the results of an online questionnaire survey carried out in the period of online teaching during the COVID-19 pandemic. Respondents (N = 221), university students of Economics (Bc. degree), often communicate in different languages on social networks. Our focus was on detecting achieved skills of students developing their plurilingual and pluricultural competences, the aim to identify elements of intercultural communication during language interaction, and the level of plurilingual and pluricultural competence among students of at least two foreign languages (ESP and another language for specific purposes). Online communication helped enhance vocabulary (idioms, phrases), fluency of speech in a foreign language and gain knowledge of respondents' foreign language communication partners' cultures and countries. [ABSTRACT FROM AUTHOR]

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The modern working world is characterized by increasingly complex external and internal pluri- and multilingualism, which poses growing challenges for professional communication. In order to be able to systematically capture this increasing complexity, a separate model is required. In this model, on the one hand, the individual languages and their linguistic varieties of external and internal multilingualism and, on the other hand, the first-, second- and foreign-language competencies of individual persons are entered in a matrix. In this way, multilingual settings of professions or workplaces as well as multilingual profiles of individual persons can be described in a differentiated manner and corresponding political and didactic measures can be taken. [ABSTRACT FROM AUTHOR]

Plurilingualism and multilingualism are terms that are often indifferently used. Yet they reflect two distinct practices and dimensions of social and cultural life, i.e.: the individual ability to master and use several languages at the same time, and the coexistence of different languages at a variety of levels and in various settings in a given society. Both reflect different forms of elasticity of the social fabric, and flourish in times of economic prosperity, mass migration and global cultural contacts, whereas they decline in times of contraction and nationalism. As a period of growth, mass migration and cultural flourishing, and of expansion of the educational institutions and opportunities, the Dutch Golden Age (c. 1580-1750) is an excellent observatory for these phenomena, of which I shall sketch a picture, insisting in particular on the cultural aspects of language, such as language acquisition and teaching, language use, and the social meanings of language.

El dominio de la comunicación oral influye en el desarrollo cognitivo, emocional, educativo y social del alumnado. Por ello, la Didáctica de las lenguas debe prestar interés a su enseñanza. Se presentan los resultados de una investigación cuyo objetivo era recabar información sobre prácticas de enseñanza de la oralidad en Educación Primaria. La investigación, de carácter cuantitativo y descriptivo, analiza las prácticas declaradas de 25 docentes de Lengua Castellana y Literatura de 5º y 6º, de colegios públicos de Asturias (curso 2017-2018). Un cuestionario (adaptado de Nolin, 2013) fue el instrumento para recabar datos sobre el proceso de enseñanza de la comunicación oral (percepción, contenidos, metodología y evaluación). Los resultados muestran que se percibe la dificultad de enseñar a hablar y escuchar, se trabajan géneros y textos diversos; sin embargo, la producción se aborda menos que la recepción, la evaluación resulta compleja y no siempre hay correspondencia plena entre enseñanza y evaluación En conclusión, se recuerda la necesidad de una mayor atención a la oralidad por su impacto en el ejercicio de una ciudadanía activa e igualitaria. Command of oral communication has an effect in the cognitive, emotional, educative and social development of the students; thus, Didactics of languages must address how this skill is taught. This paper presents the results of a research about teaching practices of orality within the context of primary education. The study is a quantitative and descriptive analysis of stated practices from 25 teachers of Spanish language and literature (5th and 6th grades), in state schools from Asturias (year 2017-2018). They answered a questionnaire (adapted from Nolin, 2013), which allowed to collect data about the teaching process of oral communication (awareness, contents, methodology and assessment). The results prove that teachers are aware of the difficulties involved in the process of instruction; they use different genres and texts; however, oral production is addressed to a lesser extent than reception, the assessment is complex and an absolute correspondence between what is taught and what is evaluated does not always exist. To sum up, the study signals the need of further critical attention to orality, due to the impact on the course of an active and equalitarian citizenship

Following the publication of their last work on the “didactics of Relation”, the authors offer additional insight from the book by Jean-Luc Nancy, Être singulier pluriel. The aim of this article is to clarify the term “plural” which characterizes the didactics of “pluri”lingualism by extending it to the ontological question of “being plural”. The language-culture didactics is thus invited to make its “Copernican revolution” by explicitly subscribing to social approaches based on collaboration and reticulated mediations.

This paper explores the various aspects of plurilingual language policies at the University of Turin. An ethnographic document analysis substantiated with a student survey indicate that plurilingual manifestations serve three main themes: (1) a plurilingual curriculum with much emphasis on foreign language competencies across disciplines, (2) plurilingual policies for internationalisation purposes fostering quality education, mobility, employability and networking, and (3) a plurilingual external communication strategy aiming at promoting the university’s visibility for a worldwide academic audience. The policies adopted by the university, however, need to be more transparent and further consolidated so that the impact on the student community can be more significant and tangible.

The present contribution aims at describing the main phases of implementation of a Transformative Action-Research project named 'L'AltRoparlante'. This project began in school year 2016/2017 and is still being implemented in five Italian multilingual schools. Its main purpose is to acknowledge students' individual and collective multilingual repertoires through a translanguaging pedagogy. First, we will provide an overview about the current situation of educational and language policy in Italy, mostly focusing on the tension between monolingualism and plurilingualism in schools. After that, the European concept of plurilingualism and translanguaging will be analyzed in relation to the debate regarding 'named languages'. In the second part, attention will be dedicated to the analysis of 71 focus groups conducted with the children involved in the 'L'AltRoparlante' project. The research questions which guided the analysis concern pupils' language uses and attitudes before and after the integration of translanguaging pedagogy at a curricular level. The results show the emergence of empowerment dynamics among students and the legitimization of more flexible multilingual practices. The main implications are related to the need for a better understanding of inclusivity in the Italian school system. [ABSTRACT FROM AUTHOR]