Introducing a Language Portfolio to Motivate High School Students

Abstract

Nell’ambito delle politiche del Consiglio d’Europa volte a promuovere la diversità linguistica e culturale, una delle proposte più innovative è il Portfolio Europeo delle Lingue. Basato sui risultati più recenti della didattica metacognitiva, tale documento costituisce un valido supporto pedagogico a sostegno del processo di apprendimento e quindi dell’insegnamento. Nel presente articolo viene analizzata l’introduzione di un portfolio in due classi prime di scuola superiore durante un ciclo di tirocinio presso un istituto professionale. Esaminando in particolare la fase dell’auto- valutazione e il suo possibile impatto sulla motivazione ad apprendere, si indaga sulle modalità di introduzione della metacognizione a studenti che non sono abituati alla riflessione sul proprio apprendimento.

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