Child Language Brokering: la percezione degli studenti di origine straniera

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DC Field	Value
dc.identifier	ECF_chapter_1797
dc.contributor.author	Ceccoli Federica
dc.title	Child Language Brokering: la percezione degli studenti di origine straniera e dei rispettivi insegnanti
dc.type	Chapter
dc.language.iso	it
dc.description.abstract	In the last decades Italy has been undergoing large migratory waves and Italian schools have been reporting the highest numbers of multilingual students coming from immigrant families and speaking minority languages. These multilingual immigrant students may be asked to act as translators or mediators for their peers or family members who do not speak Italian fluently, thus contributing to the practice defined as Child Language Brokering (CLB). This paper will present the results of a research carried out during the school year 2014-15 in the province of Ravenna, among 27 teachers and 126 immigrant students attending four junior high schools. The aim of the study is to analyse by means of structured questionnaires whether multilingualism matches with language brokering experiences or not, to examine teachers’ opinions about this activity and the perspectives of those students who reported having acted as translators using their linguistic knowledge to help people understand each other.
dc.relation.ispartof	Studi e ricerche
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.issued	2018-05-15
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-228-4/child-language-brokering-la-percezione-degli-stude/
dc.identifier.doi	10.30687/978-88-6969-227-7/005
dc.identifier.issn	2610-993X
dc.identifier.eissn	2610-9123
dc.identifier.isbn	978-88-6969-228-4
dc.identifier.eisbn	978-88-6969-227-7
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Child language brokering
dc.subject	Child language brokering
dc.subject	Migrant students
dc.subject	Migrant students
dc.subject	Multiculturalism
dc.subject	Multiculturalism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Non-professional mediation
dc.subject	Non-professional mediation

Chapter
open access peer reviewed

Child Language Brokering: la percezione degli studenti di origine straniera e dei rispettivi insegnanti

Federica Ceccoli Alma Mater Studiorum Università di Bologna, Italia

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abstract

In the last decades Italy has been undergoing large migratory waves and Italian schools have been reporting the highest numbers of multilingual students coming from immigrant families and speaking minority languages. These multilingual immigrant students may be asked to act as translators or mediators for their peers or family members who do not speak Italian fluently, thus contributing to the practice defined as Child Language Brokering (CLB). This paper will present the results of a research carried out during the school year 2014-15 in the province of Ravenna, among 27 teachers and 126 immigrant students attending four junior high schools. The aim of the study is to analyse by means of structured questionnaires whether multilingualism matches with language brokering experiences or not, to examine teachers’ opinions about this activity and the perspectives of those students who reported having acted as translators using their linguistic knowledge to help people understand each other.

Published

May 15, 2018

Language

ISBN (PRINT)

978-88-6969-228-4

ISBN (EBOOK)

978-88-6969-227-7

Keywords: Non-professional mediation • Multilingualism • Child language brokering • Multiculturalism • Migrant students

permalink: http://doi.org/10.30687/978-88-6969-227-7/005

Copyright: © 2018 Federica Ceccoli. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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