The mother tongue represents the primary symbolic mediator through which individuals interpret the reality in which they are embedded. It is an essential tool not only for personal development, but also for academic achievement and the full exercise of citizenship (Aiello, 2012; Raza, Nasir, Sadiq & Ahmed, 2015; Mazari & Derraz, 2015; Nishanthi, 2020; Setti, De Santis & Cella, 2021). However, recent INVALSI data from the National Institute for the Evaluation of the Education and Training System (MIUR, 2025), compared with data from previous years (MIUR, 2022, 2023, 2024), paint a concerning picture of Italian primary schools. These findings do not seem to reflect the importance attributed to language instruction, necessitating reflection on possible factors that may have contributed to this situation. One such factor may be the persistence, within primary education, of teaching practices often shaped by sequential and standardised models which, while seemingly reassuring, do not always adequately respond to students’ actual needs (Voghera, Basile & Guerriero, 2005; Lo Duca, 2018; Roccia, 2021). When teaching is directed at a group of students, it must balance with each learner’s individual characteristics, requiring a move beyond linear didactic approaches (Sibilio, 2017). Against this backdrop, an exploratory study was conducted with Italian primary school teachers to investigate their opinions and teaching practices regarding Italian language instruction. Data were collected through a semi-structured questionnaire distributed via formal channels (institutional email) and informal channels (WhatsApp groups). The questionnaire consisted of two sections: the first aimed to outline each participant’s professional profile, and the second focused on their views and teaching practices regarding Italian language instruction. The data were subsequently analysed using a mixed qualitative–quantitative approach, supported by the software MAXQDA. In line with these premises and the stated objective, this paper offers a reflection, in light of the findings, on the views of the teachers involved and the teaching practices actually implemented, with particular attention to how they align with the principles of non-linearity, inclusion, and the recognition and valuing of differences.
Non-linear Didactics in Mother Tongue Teaching: An Exploratory Study of Italian Primary School Teachers’ Perspectives
Monaco A.
;Colace R.;Zollo I.
2026
Abstract
The mother tongue represents the primary symbolic mediator through which individuals interpret the reality in which they are embedded. It is an essential tool not only for personal development, but also for academic achievement and the full exercise of citizenship (Aiello, 2012; Raza, Nasir, Sadiq & Ahmed, 2015; Mazari & Derraz, 2015; Nishanthi, 2020; Setti, De Santis & Cella, 2021). However, recent INVALSI data from the National Institute for the Evaluation of the Education and Training System (MIUR, 2025), compared with data from previous years (MIUR, 2022, 2023, 2024), paint a concerning picture of Italian primary schools. These findings do not seem to reflect the importance attributed to language instruction, necessitating reflection on possible factors that may have contributed to this situation. One such factor may be the persistence, within primary education, of teaching practices often shaped by sequential and standardised models which, while seemingly reassuring, do not always adequately respond to students’ actual needs (Voghera, Basile & Guerriero, 2005; Lo Duca, 2018; Roccia, 2021). When teaching is directed at a group of students, it must balance with each learner’s individual characteristics, requiring a move beyond linear didactic approaches (Sibilio, 2017). Against this backdrop, an exploratory study was conducted with Italian primary school teachers to investigate their opinions and teaching practices regarding Italian language instruction. Data were collected through a semi-structured questionnaire distributed via formal channels (institutional email) and informal channels (WhatsApp groups). The questionnaire consisted of two sections: the first aimed to outline each participant’s professional profile, and the second focused on their views and teaching practices regarding Italian language instruction. The data were subsequently analysed using a mixed qualitative–quantitative approach, supported by the software MAXQDA. In line with these premises and the stated objective, this paper offers a reflection, in light of the findings, on the views of the teachers involved and the teaching practices actually implemented, with particular attention to how they align with the principles of non-linearity, inclusion, and the recognition and valuing of differences.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
