Imparare a leggere e scrivere in età adulta

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Campo DC	Valore
dc.identifier	ECF_article_1022
dc.title	Imparare a leggere e scrivere in età adulta. Il caso delle donne arabofone analfabete a Torino
dc.contributor.author	Bertolotto Giulia
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.unive.it/it/edizioni4/riviste/elle/2013/3/imparare-a-leggere-e-scrivere-in-eta-adulta/
dc.description.abstract	The topic of illiteracy, in its various meanings and cultural conceptions, has become matter of debate among teachers of Italian as a second language (L2) as a result of migration flows towards Italy of unschooled or poorly schooled citizens. Learn how to read and how to write in adulthood and in a language that is not their own is a formidable challenge, even for the teachers who specialize in facilitating this process and transmitting even the rudiments of the spoken language. The following commentary, focusing on the case of Moroccan women in literacy courses in Turin, aims to propose some theoretical and experiential insights aimed at an interdisciplinary reflection on the subject.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 2 \| Num. 3 \| Novembre 2013
dc.issued	2013-11-01
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2280-6792/78p
dc.peer-review	yes

Articolo
open access peer reviewed

Il caso delle donne arabofone analfabete a Torino

Giulia Bertolotto

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abstract

The topic of illiteracy, in its various meanings and cultural conceptions, has become matter of debate among teachers of Italian as a second language (L2) as a result of migration flows towards Italy of unschooled or poorly schooled citizens. Learn how to read and how to write in adulthood and in a language that is not their own is a formidable challenge, even for the teachers who specialize in facilitating this process and transmitting even the rudiments of the spoken language. The following commentary, focusing on the case of Moroccan women in literacy courses in Turin, aims to propose some theoretical and experiential insights aimed at an interdisciplinary reflection on the subject.

Pubblicato

01 Novembre 2013

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permalink http://doi.org/10.14277/2280-6792/78p

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