Insegnanti accessibili. Percorsi di glottodidattica inclusiva

English Language interaction represents the main goal of linguistic education at school, but, at the same time, it seems to be for a not native learner the more serious obstacle to overcome. To identify the aspects that concern the difficulty in learning foreign languages and to activate learning strategies able to overcome these obstacles for a straightforward and progressive language learning, are the fundamental goals communicative Language Teaching (Krashen, 1982; Bal boni, 2011; Coonan, 2012). The present paper is concerned with the theoretical perspective of Communicative Language Teaching (Balboni, 2012) and looks at Flipped Teaching as a procedural model through which it is possible to implement second language acquisition. Moreover, this study aims to promote the construction of personal learning paths, to appeal to a vehicular, communicative, increasing practice of the target language, to develop personal linguistic skills with the support of Te chnologies, able to facilitate second language learning/teaching. According to this inclusive Language Education perspective, we experimented a Flipped language teaching model at the Primary school, over the 3 years PhD time range.