Ecodidattica ed Ecolinguistica: proposte per l'apprendimento spontaneo e informale in età scolare

In a historical moment in which the environmental ‘crisis’ is an established fact, it is possible to detect a possibility of change thanks to the creation of a connection structure inspired by Bateson’s (1979), which requires crossings and intersections among inter- and trans-discipli nary fields of investigation (Morin, 1986). The present work is framed in this perspective, proposing a potential dialogue between educational research, declined in terms of ecodidac tics (Strongoli, 2021), and ecolinguistics (Stibbe, 2004), to promote ecological practices that are underpinned by educational experiences that act on the dual channel of forms and con tents. Considering the works by Stibbe (2021) and Virdis et al. (2021), some entertainment products are examined here, namely Strange World, a Disney animated film, and ABZÛ, a videogame by Giant Squid and 505 Games, to investigate their multimodal nature and to detect potential thematic and communicative recurrences. The plurality of stylistic choices made in the creation of the products in question allows very young public to gain a new sensibility, soliciting an awareness in relation to the sense of belonging to the Earth system. Key words: ecodidactics, ecolinguistics, Strange World, ABZÛ, multimodality, ecological prac tices, children’s learnin