Le tecnologie per apprendere le lingue come strumenti di empowerment per gli studenti con DSA.

The paper takes as its starting point the responses to a question administered to 52 lower secondary school students with Specific Learning Differences (SpLD), aimed at detecting which technologies are used for language learning. From the data collected, it appears that these students, who would particularly benefit from technologies, do not take full advantage of them. We propose a critical examination of technology education (ranging from simple apps to artificial intelligence, such as online translators or Chat GPT) with the objective of enhancing language learning competences and autonomy among students with SpLD. [ABSTRACT FROM AUTHOR]