Autora: Virginia Vecchiato
DOI: 10.30687/elle/2280-6792/2025/02/005
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.