This paper describes the CoBLaLT model, a validated methodological proposal for the reciprocal learning and teaching of neighbour languages in mainstream lower secondary schools settled in border regions. A set of already developed didactic tools will be presented as far as current and further scientific research linked to the model.
The Contact Based Neighbouring Language Learning and Teaching (CoBLaLT) model has been developed along the Italian-Slovenian Littoral border through empirical engagement with teachers and local school communities to implement both the neighbouring language teaching methodology and social integration practices in the area. The CoBLaLT model is a validated (Cavaion, 2015) procedural model for teaching the NL in mainstream lower secondary schools of European border regions based on the establishment of systematic cross-border contacts and the development of meaningful cross-cultural relationships among teenagers each learning the language of the other, based on principles of cooperative and affective communicative language learning, combining effective face-to-face encounters and virtual communication. It develops through a six-stages-path, aiming at the development of linguistic and intercultural awareness to support the neighbouring languages language learning. Its huge theoretical framework is based on studies coming from sociolinguistics, intercultural studies, second language acquisition theories, psychology of groups, psychology of relationships, social and linguistic psychology, linguistic didactics, intercultural and digital language teaching, socio-constructivism. The CoBLaLT method makes use of a set of tools, that is: the bilingual (Italian-Slovenian) handbook for teachers (2019); a website with updated teaching activities; the Autobiography of my crossborder contacts (2019), a digital, highly interactive tool for pupils aged between 11 and 15 years, which has not been presented yet at international scientific level. Original scientific studies stemmed from the CoBLaLT model application regard the proposal of developing a specific methodology for neighbouring language teaching and learning, so far missing (Cavaion, 2016); the need to develop language educational policy in border regions (Cavaion, 2019); the importance to implement the language classroom with reflection tools like class discussions (Cavaion, 2019). Further studies will regard the NL learning and teaching as a powerful context for investigating and implementing also the methodology of a code choice in multilingual, plurilingual classroom.
