This paper concentrates on the linguistic and educational policies aimed to foster the social and linguistic integration of foreign people and in particular of the ones which arrived with the most recent migratory flow. Focusing on the key role played by pub-lic actors, the paper analyses the support offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti), in particular thanks to its Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Starting from the analysis of the educational policies for the linguistics integration of foreign-ers and the results of the experiences developed in the adult educational field, we try to understand the quality of Percorsi AALI, to identify their critical aspects and to understand their causes. Thanks to the results of a survey administrated to a sample of CPIA’s teachers in 2020, we tried to evaluate if Percorsi AALI can be said to be part of a systematic action plan and a structured approach or if the Italian govern-ment still seems to be uninterested in this.

The role of the Italian public School on the social and linguistic Integration of adult migrants

Deiana Igor
2021

Abstract

This paper concentrates on the linguistic and educational policies aimed to foster the social and linguistic integration of foreign people and in particular of the ones which arrived with the most recent migratory flow. Focusing on the key role played by pub-lic actors, the paper analyses the support offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti), in particular thanks to its Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Starting from the analysis of the educational policies for the linguistics integration of foreign-ers and the results of the experiences developed in the adult educational field, we try to understand the quality of Percorsi AALI, to identify their critical aspects and to understand their causes. Thanks to the results of a survey administrated to a sample of CPIA’s teachers in 2020, we tried to evaluate if Percorsi AALI can be said to be part of a systematic action plan and a structured approach or if the Italian govern-ment still seems to be uninterested in this.
978-88-944888-6-9
linguistic policies, educational policies, adult migrant learners, Italian public school, Italian as a second language
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12071/27360
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