Reading aloud to communicate a project proposal from a highly migrant vocational school

The contribution presents an experimental course of a vocational institute with a high density of students belonging to different ethnic groups on sto rytelling and the teaching of reading in order to develop effective, authentic and empathic communication through workshop activities. Communica tion and the development of multiple communicative codes becomes an es sential training tool (Wu & Chen, 2020) in multicultural contexts for the evelopment of language competence. The impetus in the realisation of reading aloud experiences is to be found in an active (Castoldi, 2024), self-directed (Federighi, Del Gobbo, Frison, 2021; Knowles, 2014) participative and experiential learning didactics, start ing from epistemological references based on self-education, on the eweyan reflection that considers education with a double characteristic on the one hand, it is the adaptation to the forms of life, customs and ideals of the society it addresses, but at the same time, it is also the constructive development of the personality of the educating person, who works to trans form the reality that surrounds him/her (Dewey, 1990). The methodology involved laboratory, heuristic, multimedia, intersubjective and intercultural approach. The workshop was set up as a classroom-theatre in which students staged some readings; some activities were videotaped, analysed and commented on in the group; alternation of experiential and self-reflective moments; Convergence in relation to literary competence with level definition with respect to individual years of study. The contribution analyses data from student evaluations via an anonymous satisfaction questionnaire with respect to strengths and elements to be improved with a view to recursive instructional design.