L’autobiografia linguistica. Lo statuto scientifico di uno strumento per l’educazione linguistica

This paper explores the scientific status of linguistic autobiography as a methodological tool in language education within a plurilingual perspective. Linguistic autobiography is conceptualized as a life narrative that intertwines individual language learning experiences with broader social, historical, and intercultural dimensions. Rooted in multiple disciplines such as sociolinguistics, pedagogy, and psycholinguistics, this approach serves both analytical and formative purposes by fostering reflective and transformative processes in learners. The study highlights the key role of mediation in connecting fragmented linguistic and cultural experiences, thereby promoting awareness of plural linguistic repertoires and enhancing metacognitive skills. Particular attention is given to the European context, especially the French-speaking area, where linguistic autobiography has gained significant traction as a form of educational practice and research. The paper discusses the integration of linguistic autobiography within the European Language Portfolio, emphasizing its dual pedagogical and documentary value, especially for adult learners in diverse socio-cultural settings. Furthermore, it examines theoretical and methodological advancements in German-speaking countries, where the concept of Spracherleben reframes linguistic repertoires as dynamic, embodied, and socially situated experiences. The article also addresses the application of linguistic autobiography in the Italian context, tracing its evolution from literary uses to didactic and research practices that foreground the negotiation of identity and language in multicultural settings. Ultimately, the paper argues that linguistic autobiography constitutes a powerful, flexible instrument that bridges individual experience and social context, facilitating autonomous, meaningful language learning and supporting inclusive, learner-centered educational approaches.