Flipping the multilingual classroom: Italian L2 and Physics

Abstract

The aim of this dissertation is to present one of the latest instructional models known as “Flipped Classroom”. Compared with traditional teaching methodologies, the Flipped Classroom aims to reverse the typical scheme of work implemented in class and provides the content of the course through videos - or other multimedia resources - conveniently created by the teacher, which are later processed by students at home. This allows teachers to free class-time and use it for more active, collaborative learning activities, which are particularly useful in heterogeneous classes. First chapter of this project provides with useful definitions about the flipped methodology and its theoretical framework, highlighting strengths and weaknesses, as well as difficulties of application compared with a traditional teacher-centered approach. The second chapter deals with specific issues related to students with immigrant background and analyses difficulties that pupils may find while learning subjects through the national language of education, which is different from their own mother tongue. Then, the third and final chapter focuses on the profile of a multilingual classroom of a secondary school and contains the proposal of three learning units of Physics using the Flipped Classroom. Specifically, the final chapter aims to explain how its implementation may enhance students’ achievements both in physics and in Italian L2.