Costruire continuità nell’educazione linguistica tra scuola e università: proposta di un Dispositivo Ponte per l’insegnamento delle lingue moderne

Abstract

ABSTRACT

This paper addresses continuity between secondary school and university in language education, focusing on the difficulties students face when moving from school-based study to the linguistic and academic demands of higher education. Drawing on scholarship on curriculum design, assessment and educational transitions, it proposes a conceptual and operational framework to strengthen coherence across the two contexts. The study introduces a bridging model, conceived as a pedagogical tool to support the gradual development of language awareness, academic literacy practices and learner autonomy. The model combines authentic tasks, transparent assessment criteria and collaborative curriculum planning in order to promote continuity in learning trajectories and clarify expectations across levels. The article concludes by discussing the model’s pedagogical implications and by arguing that the school-university transition should be understood as a shared space of educational responsibility.