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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



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Paolo Nitti    Università degli Studi dell'Insubria    

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.

Language: it

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

Submitted: Jan. 10, 2019
Accepted: Feb. 9, 2019
Published: June 7, 2019

permalink: doi.org/10.30687/ELLE/2280-6792/2018/03/004

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

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