La costruzione dello spazio comunicativo a scuola Considerazioni teoriche, metodologiche e prospettive di applicazione

In recent decades, the focus on cultural diversity and multilingualism in schools has increased, together with the emergence of challenges related to the changing language ecologies of contemporary societies. Alongside forms of knowledge traditionally linked to the primacy of written language there are new formats, also made possible by new technologies. Basic concepts of traditional didactics, such as 'didactic interaction', 'participation' and 'interactional space at school' have been the subject of a process of reflection and redefinition. On the basis of a concept of communicative interaction as 'co-presence' (co-presence, Goffman 1963 and then Luhmann 1984: 560), i.e. communication as perceiving others and being perceived by others, one can see in the practice of doing space, i.e. 'creating space' through experiences of mutual perception and participatory definition, a precious resource for the didactics of the new millennium. The new 'interactional space' (Mondada 2009) that emerges at school is therefore made up of interactions located in space through the use of language (verbal and non-verbal) and cognitive experiences and emotional social participation and sharing (enacting) (see Junker et al. 2018: 90). The space at school thus loses its fixity to open up to dynamics that allow for exchange and reinterpretation. roles, a putting on and putting on stage (performing and representing oneself) not only for playful purposes, but also aimed at learning objectives and cognitive and emotional progression.