2. Multilingualism and immigration in the educational system: The case of Italian schools
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Paola Catenaccio
Abstract
This Chapter focuses on multilingualism and immigrant languages in Italy, and reports on a preliminary research on educational policies and practices in a small sample of schools with a significant presence of pupils with limited Italian proficiency due to their history of recent immigration. After an overview of different forms of multilingualism in the EU with special regard to non-national languages, the discussion considers Italy’s policies implemented over time towards regional and minority languages and, later, immigrant languages. Special consideration is given to mediation activities, which are currently the staple of measures aimed at favouring the integration of immigrant students while helping them preserve their native languages. Against this background, the study describes and discusses a survey we conducted in selected primary, junior high and high schools in the Greater Milan area (Lombardy) with a view to identifying teachers’ attitudes and expectations in respect of the perceived challenges posed by a multilingual/multicultural class population, and to assess the way in which such perceived challenges are addressed, or it is believed they should be addressed, by the teachers interviewed. The informants selected were teachers and heads of schools participating in a project set up by the University of Milan for the training of language mediators specialised in pedagogical assistance. Emerging practices are investigated against the background of existing policies - both at national and at supranational level - designed to protect and promote local minority and heritage languages, which turn out to be ill-equipped when they deal with immigrant languages.
Abstract
This Chapter focuses on multilingualism and immigrant languages in Italy, and reports on a preliminary research on educational policies and practices in a small sample of schools with a significant presence of pupils with limited Italian proficiency due to their history of recent immigration. After an overview of different forms of multilingualism in the EU with special regard to non-national languages, the discussion considers Italy’s policies implemented over time towards regional and minority languages and, later, immigrant languages. Special consideration is given to mediation activities, which are currently the staple of measures aimed at favouring the integration of immigrant students while helping them preserve their native languages. Against this background, the study describes and discusses a survey we conducted in selected primary, junior high and high schools in the Greater Milan area (Lombardy) with a view to identifying teachers’ attitudes and expectations in respect of the perceived challenges posed by a multilingual/multicultural class population, and to assess the way in which such perceived challenges are addressed, or it is believed they should be addressed, by the teachers interviewed. The informants selected were teachers and heads of schools participating in a project set up by the University of Milan for the training of language mediators specialised in pedagogical assistance. Emerging practices are investigated against the background of existing policies - both at national and at supranational level - designed to protect and promote local minority and heritage languages, which turn out to be ill-equipped when they deal with immigrant languages.
Chapters in this book
- Frontmatter I
- Acknowledgements VII
- Contents IX
- Introduction 1
-
Part 1: Tensions between language policies and language practices
- 1. Language policies versus language practices: A new language conflict? 13
- 2. Multilingualism and immigration in the educational system: The case of Italian schools 37
-
Part 2: Responses to multilingual challenges in the field of societal practices
- 3. Rescaling the problem of language difference: Some observations for policy and practice of language support in an era of globalisation 71
- 4. “Only dirty things!” Functions of mother tongue use in collaborative group work 91
-
Part 3: Responses to multilingual challenges in the context of family policies and practices
- 5. Urban multilingualism and family language policy 121
- 6. Multilingual family practices: An interactional study 141
-
Part 4: New ways of mapping multilingual proficiency
- 7. Sociopragmatic competence and second language acquisition: Learners of English in a study abroad context 167
- 8. The building of textual cohesion in the narrations of bilingual children: Implications for bilingualism and multilingual societies 191
- Conclusion 217
- Index 227
Chapters in this book
- Frontmatter I
- Acknowledgements VII
- Contents IX
- Introduction 1
-
Part 1: Tensions between language policies and language practices
- 1. Language policies versus language practices: A new language conflict? 13
- 2. Multilingualism and immigration in the educational system: The case of Italian schools 37
-
Part 2: Responses to multilingual challenges in the field of societal practices
- 3. Rescaling the problem of language difference: Some observations for policy and practice of language support in an era of globalisation 71
- 4. “Only dirty things!” Functions of mother tongue use in collaborative group work 91
-
Part 3: Responses to multilingual challenges in the context of family policies and practices
- 5. Urban multilingualism and family language policy 121
- 6. Multilingual family practices: An interactional study 141
-
Part 4: New ways of mapping multilingual proficiency
- 7. Sociopragmatic competence and second language acquisition: Learners of English in a study abroad context 167
- 8. The building of textual cohesion in the narrations of bilingual children: Implications for bilingualism and multilingual societies 191
- Conclusion 217
- Index 227
