L'alfabetizzazione di apprendenti altralfabeti sinografi. I risultati di una ricerca di linguistica acquisizionale sui metodi per l'insegnamento della lettoscrittura in lingua italiana

In literacy-centric educational institutions in Italy, L2 students accustom to a writing system differing from that used in Italian often find themselves to be surrounded by completely illiterate peers, but may also, less often so, be joined by other fully literate pupils (Minuz 2005). When it comes to foreign students becoming literate, the methodology used seems to further complicate the process of acquiring reading and writing skills. The latter has been traditionally divided into either methods based on direct instruction of words and texts (Jabonero, Rivero 2009) or methods characterized by the division of words into graphemes and syllables (Barton 1994; Meneghello 2011). On the basis of these premises, it was deemed appropriate to look into how differing educational approaches influence the acquisition of writing and reading skills amongst non-native Italian L2 learners (Nitti 2015b), limiting the study to a sample of adult learners literate only in what pertains to Chinese writing system.