For several years the overall demographic balance of the European Union as a whole, and that of many member States as well, has benefitted considerably from intra- and extra-European immigration. The current situation of countries in Southern Europe is particularly interesting here, because of its distinctive features compared to the rest of the European Union. In fact, in terms of the integration of immigrants, Southern Europe faces very particular conditions, as unlike many States of North-Western Europe, countries in this area have only recently become a destination for immigration. Indeed, until the 1970s, these countries often experienced significant mass migration to other European States or to other continents. The rapid transition to the condition of immigration-receptor countries has necessitated a number of adjustments with unprecedented urgency, particularly in the area of educational policy. In many states in the South of Europe, the new policies are often characterized by limitations caused in part by inadequate teacher training in plurilingual and intercultural education. The other reason for limitations in policy is the lack of awareness on the part of school authorities and society as a whole, both of the extent and value of immigrant children’s language repertoires as well as of the potential benefits that could result if children’s languages of origin were adequately exploited. In other words, whereas intercultural education has been gradually accepted as a part of the civic competences that schools are expected to foster among pupils, the diversity of speakers’ plurilingual repertoires has not been recognized in the same way. On the basis of these considerations, the transformative potential of educational systems in Southern Europe remains one of the main challenges. How can these systems respond to new multilingual and multicultural realities? To what extent is the individual plurilingualism of immigrant learners valued within the school domain? Is it considered as a resource for individuals, as well as for the national community? Are we building educational systems which actively promote social cohesion and create equal opportunities for all those who live and work in Southern European countries? In this paper we address these questions by outlining our research and presenting a selection of the results of a project which was carried out in primary schools in six Southern European countries. The multi-/plurilingualism which characterizes the language use of pupils with an immigrant background within the family domain will be discussed and compared to the language use promoted within school environments. Finally, the situation we observed will be compared to the perceptions and attitudes of parents/guardians towards intercultural and plurilingual education.
|Titolo:||Migration and plurilingualism in Southern European homes and schools|
|Data di pubblicazione:||2018|
|Appare nelle tipologie:||2.1 Contributo in volume (Capitolo o Saggio)|