Participation, Action, Empowerment. Educazione transculturale sotto l’ombrello della cittadinanza globale

Résumé

In this essay, we aim to affirm the need to revise the paradigm of educational linguistics in light of cross-cultural education and global citizenship education. In our work with language teachers over the past years, as well as in our own teaching with student teachers of language, we noticed that the textual typology of Language Memoirs is particularly suited to reconstructing the evolution of learners’ relationship with language and identity, sensitising them to become actors in the learning process and highlighting the importance of putting learners and their learning at the centre of the educational design process.