Innovative approaches in language teaching: for the quality and equity of learning

Abstract

Promoting fundamental competences in primary education and ensuring their equitable dissemination is essential for democracy in all countries. In particular, language competences represent the key par excellence to ensure that all individuals can fully exercise their right to citizenship in any context. The awareness of the centrality of language and its deep roots in the biological, social, and cultural life of individuals has required a rethinking of traditional language pedagogy, calling for a renewal that makes language education effective and democratic, while also taking into account the physical, emotional, and social development of the individual. The conscious use of playful language learning in teaching and learning processes, the adoption of a laboratory-based methodology, and the implementation of activities aimed at expanding both receptive and productive vocabulary and developing divergent thinking, can therefore be the key to acquiring solid skills, with a strong positive impact on the social and relational sphere.
Within this framework of innovative teaching methodologies, there is a reflection on the need to always apply them with an individualized approach, where formative assessment can allow for continuous monitoring and support of children in difficulty. The international debate on empirical research in education has revealed significant evidence regarding the variables that most impact teaching effectiveness, including formative assessment strategies and the use of formative feedback in the classroom.