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@Linguist_CIOL OCTOBER/NOVEMBER The Linguist 21 FEATURES argumentative and subject-related ones, in different languages or in Italian only. In the latter case, their linguistic and semiotic competencies are engaged through various strategies. These might include identifying and translating keywords in all the languages of the class; asking multilingual 'wh' questions about the text (e.g. 'why', 'what', 'when'); creating mindmaps; reformulating parts of the text in their heritage languages; and giving bilingual summaries. The project is delivered in units, and the result of each unit is a meaningful product, such as a multilingual text, a bilingual presentation of a topic or an authentic resource that addresses the school or the wider community (e.g. a multilingual leaflet regarding recycling, a theatre performance on migration stories in many languages, a video about language rights). The transformative power of the output will vary. Improving outcomes It is important to monitor the implementation of the project in order to get feedback and plan potential improvements. We have collected different types of data from a variety of sources: questionnaires regarding family language policy and attitudes; regular interviews with teachers; focus groups with students; classroom video recordings; and in-class observations. The results showed that at an advanced stage of implementation, immigrant minority students begin to feel empowered, since their languages are integrated into the ordinary learning activities of the school. They express a feeling of freedom where previously they were in denial about their linguistic repertoire, and they are able to deploy their competencies, overcoming a common sense of shame towards their home languages. Their monolingual peers show a greater interest in linguistic plurality and develop metalinguistic awareness. In many cases they also recover dialects, both as a compensatory measure in reaction to the process of legitimising immigrant languages, and as a genuine affirmation of their roots. Teachers interpreted the impact of the project as positive, particularly in terms of motivation among immigrant students and the legitimisation of their linguistic and semiotic resources. They also shared relevant educational considerations regarding translanguaging pedagogy, which contributed to collective reflection within the network regarding best practices and activities. Teachers who had an inclusive attitude towards bilingualism before joining the project felt validated and more supported. The classroom video recordings showed how language boundaries can be softened, and how making space for translanguaging can shape teacher-student and teacher-parent relations. In addition, episodes of translingual activism and language rights advocacy emerged among students and teachers. Awarded the European Language Label 2018, L'AltRoparlante aims to make room for translanguaging practices in mainstream education in order to empower immigrant minority pupils and develop language awareness, metalinguistic skills and respectful relations in the entire class. To achieve this goal, teachers, families and researchers have to work jointly to exercise a real transformation towards democratic language education. For further information (in Italian) see altroparlante.unistrasi.it. Notes 1 Carbonara, V & Scibetta, A (2020) 'Integrating Translanguaging Pedagogy into Italian Primary Schools: Implications for language practices and children's empowerment'. In International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1742648 2 The main educational reference for the project was the CUNY-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB; www.cuny-nysieb.org). See also García, O and Kleyn, T (2016) Translanguaging with Multilingual Students: Learning from classroom moments. Routledge: New York EMPOWERING WORK An elementary school in Italy (above); and (below) a multilingual text produced by one of the children in the L'AltRoparlante project © SHUTTERSTOCK