EL.LE
7 | 3 | 2018

EL.LE
7 | 3 | 2018

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chevron_rightLinguistics

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Vol. 7 | Num. 3 | Novembre 2018

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EL.LE | 7 | 3 | 2018

I bisogni linguistici nei corsi di italiano L2 rivolti ad utenti vulnerabili
Un’indagine sui corsi di lingua seconda erogati dai centri di accoglienza in Piemonte

Paolo Nitti
Università degli Studi dell'Insubria
pnitti@uninsubria.it

DOI 10.30687/ELLE/2280-6792/2018/03/004

Submitted 10 Jan 2019
Accepted 09 Feb 2019

Abstract

This paper presents the results of a research on language educational practices related to the teaching of Italian as a second language (ISL), aimed at learners in the situation of vulnerability and disadvantage. In many contexts of welcoming, the need to reconcile the first reception practices relating to housing, sustenance and health, with the dimension of language teaching, is evident. The ISL teachers who work within emergency frameworks often experience a feeling of discomfort connected to the motivational dynamics: if the students receive the necessities of the essentials from those who deal with the reception and expect to stay in Italy for a short period of time, it is possible that there will not be intrinsic motivation for studying and exercising the language. The survey, divided into several operational phases, is based on a questionnaire submitted to the teaching staff that deals with the ISL education within the contexts of reception. The most significant aspect of the data analysis is the absence of communicative needs compared to the daily life of the students.

Keywords
Italian as second language. Language education. Educational Linguistics. Motivation. Language needs.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

Table of contents
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Campo DC Valore

dc.contributor.author

Nitti Paolo

dc.title

I bisogni linguistici nei corsi di italiano L2 rivolti ad utenti vulnerabili

dc.type

Journal Article

dc.language.iso

it

dc.identifier.uri

http://doi.org/10.14277/ELLE/2280-6792/2018/03/004

dc.description.abstract

This paper presents the results of a research on language educational practices related to the teaching of Italian as a second language (ISL), aimed at learners in the situation of vulnerability and disadvantage. In many contexts of welcoming, the need to reconcile the first reception practices relating to housing, sustenance and health, with the dimension of language teaching, is evident. The ISL teachers who work within emergency frameworks often experience a feeling of discomfort connected to the motivational dynamics: if the students receive the necessities of the essentials from those who deal with the reception and expect to stay in Italy for a short period of time, it is possible that there will not be intrinsic motivation for studying and exercising the language. The survey, divided into several operational phases, is based on a questionnaire submitted to the teaching staff that deals with the ISL education within the contexts of reception. The most significant aspect of the data analysis is the absence of communicative needs compared to the daily life of the students.

dc.relation.ispartof

EL.LE

dc.relation.ispartof

Vol. 7 | Num. 3 | Novembre 2018

dc.publisher

Edizioni Ca’ Foscari - Digital Publishing

dc.date.issued

2019-06-07

dc.dateAccepted

2019-01-10

dc.dateSubmitted

2019-02-09

dc.identifier.issn

dc.identifier.eissn

2280-6792

dc.rights

Creative Commons 4.0 Attribution alone

dc.rights.uri

http://creativecommons.org/licenses/by/4.0/

dc.subject

Italian as second language

dc.subject

Language education

dc.subject

Educational Linguistics

dc.subject

Motivation

dc.subject

Language needs

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