Abstract
In questo articolo il tema dell’oscurità linguistica dei linguaggi istituzionali viene messo in relazione con la tendenza degli studenti ad attingere alla varietà burocratica del loro repertorio linguistico nel processo di scrittura formale. In particolare, attraverso proposte didattiche svolte con la verbalizzazione ad alta voce del processo di scrittura (Think Aloud Protocol) e la successiva analisi in griglie è stato possibile possibile osservare la scrittura nel suo farsi e intervenire tempestivamente sulle cristallizzazioni del burocratese. L’analisi e l’autoanalisi del processo di scrittura si è rivelato così uno strumento didattico essenziale per la promozione dell’educazione linguistica democratica. Institutional Communication and Democratic Language Education. The contribution of the Think Aloud Protocol In this paper, the linguistic obscurity of institutional languages is related to the students’ tendency to draw on the bureaucratic variety of their linguistic repertoire in the formal writing process. In particular, by means of didactic proposals carried out with Think Aloud Protocol (TAP) and the subsequent analysis in grids, it was possible to observe the writing process and to intervene at an early stage with respect to the crystallisation of bureaucratic language. The analysis and self-analysis of the writing process thus proved to be an essential teaching tool for the promotion of democratic linguistic education.
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