Language Policies for Migrants in Italy: The Tension Between Democracy, Decision-Making, and Linguistic Diversity

Machetti, Sabrina; Barni, Monica; Bagna, Carla

doi:10.1007/978-3-319-75263-1_16

Cited by 7 publications

(4 citation statements)

References 13 publications

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“…Since our paper focuses only on the linguistic integration of migrants, this section will briefly present the Italian language and KoS requirements and tests in the context of migration in Italy as well as and language-learning opportunities in L2 Italian (see Machetti and Masillo 2023;Masillo 2021;Barni 2012;Deiana 2021;D'Agostino and Lo Maglio 2018;Bianco and Ortiz Cobo 2018). Machetti et al (2018) discuss language policies for migrants in Italy, considering the extent to which Italian language policies are or are not capable of guaranteeing the possibility to participate in the democratic life of the country and therefore to have a genuine opportunity to integrate. They (Machetti et al 2018), argue that the existence of education policies that concentrate entirely on preserving and promoting Italian projects makes diversity seem like something hard to manage.…”

Section: An Overviewmentioning

confidence: 99%

“…Machetti et al (2018) discuss language policies for migrants in Italy, considering the extent to which Italian language policies are or are not capable of guaranteeing the possibility to participate in the democratic life of the country and therefore to have a genuine opportunity to integrate. They (Machetti et al 2018), argue that the existence of education policies that concentrate entirely on preserving and promoting Italian projects makes diversity seem like something hard to manage. They do mention, though, good-practice cases in terms of local, individual, educational, and community action on language planning (e.g., by some Italian regions, such as Emilia Romagna, Lombardy, and Tuscany).…”

Section: An Overviewmentioning

confidence: 99%

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Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

Mouti,

Rocca

2023

Social Sciences

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Migration has almost always been accompanied by language-related processes and concerns. Integration dimensions interact with numerous language-related issues, such as language requirements and learning opportunities, and the purpose of our paper is situated in the broader field of linguistic integration of adult refugees and migrants in Greece and Italy. Greece and Italy share a double role both as host and transition countries, as two of the main EU entry points for refugees and migrants since the 2015 refugee crisis, and therefore they have been selected as two suitable cases to be further explored. This paper aims to give an overview of the language requirements and language-learning opportunities in the migration context in Greece and Italy. Through our comprehensive review of language requirements and language-learning opportunities in Greece and Italy, we have undertaken an examination of the two contexts employing a comparative approach to scrutinize the processes of linguistic integration. The information presented has shown that similar linguistic requirements are set in both countries although the use and implementation of the Knowledge of Society (KoS) tests seem to discriminate between the two contexts. The results agree with similar findings through indexes such as the Language Policy Index for Migrants (LAPIM) and the Migrant Integration Policy Index (MIPEX).

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Section: An Overviewmentioning

confidence: 99%

Section: An Overviewmentioning

confidence: 99%

Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

Mouti,

Rocca

2023

Social Sciences

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“…18 Primary school teachers have highlighted the loss of the solidarity network surrounding the students from migrant backgrounds. The Italian education system does not systematically provide extra classes for foreign students to learn the new language (Machetti et al 2018), which is consistently found to represent one of the most relevant hindrances for immigrant children (Azzolini 2012). Also, in spring 2020, for security reasons, none of the extra activities meant to support migrants' integration occurred.…”

Section: Online Education Of Marginalized Migrant Children In Trevisomentioning

confidence: 99%

Online Education of Marginalized Children in North Macedonia and Italy During the COVID-19 Pandemic

Cenedese

Spirovska

2021

DveDom

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The COVID-19 pandemic abruptly interrupted the traditional education process and imposed the need to switch to online education. Children living in poverty without proper IT infrastructure have been substantially excluded from the educational process amidst the COVID-19 pandemic. During this challenging pandemic, education has been placed in quarantine. This research paper aims to qualitatively investigate the potential social exclusion and further marginalization within remote learning during the pandemic in a very particular local context, focusing on the areas of Bitola (North Macedonia) and Treviso (Italy).

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“…Since the 90s, universities have started to provide master or specific courses for training of second language Italian teachers (MIUR, 2007). With the beginning of 21st century the MIUR started a project together with universities to create a teaching platform in which basic course of Italian as a second language was designed for all subject teachers and an advance course to train linguistic experts who could be a reference point for schools or networks of schools (Machetti, Barni & Bagna, 2018). Both courses included: intercultural pedagogy, general linguistics, Italian linguistics and language teaching.…”

Section: Initial Teacher Education (Ite)mentioning

confidence: 99%

Teacher Training in Linguistic Diversity within Inclusive Education: Cooperation between Non-governmental Non-profit Organizations and Educational Institutions. Situation in Three European Countries

Wolf¹

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Being an international student of two foreign countries, with two foreign languages and cultures put me into shoes of students I am focusing on in this dissertation. Along this way, difficult times have taken turns with times of joy and gratitude. There were moments when I wished I had never done the decision to live and study abroad and, maybe, the same number of moments when I felt as the luckiest girl in the world to get this chance. And here I am, at the end of this journey, crying tears of joy and gratitude, luckiest girl in the world, knowing that without people I have had by my side, I would not probably manage and most importantly, I would not be the same person as I am today and I am proud of.There are so many wonderful people I would like to thank to. To start with, I would like to express my gratefulness to my supervisors, my precious guides in the academic environment, to Prof Francesca Pedone and Prof Raquel Casado Muñoz who taught me a lot, supported me and became part of my professional and private life. I will always remember their kindness and will do my best to feel my future students as safe and welcomed as I experienced with them.To find a real friend for a lifetime is hard, and I was lucky to get few on my PhD road.My charming and cheerful friend Gamzettinka who experienced the same troubles with foreign languages, the same moments of up-and-downs, and who used to draw me away from my laptop to get some fresh air and socialize a bit, deserves a big "thank you" because if there was not her, …., no, I will not even think about it! I also cannot forget my lovely Italian friends and colleagues Cate, Carlita and Dani, who countlessly helped me with language and made me feel more comfortable in a foreign country. Thanks to all of them, Italy was my second home. This dissertation could not be done without precious advices and help of experts who helped with the creation of a completely new questionnaire. I would like to thank to Prof Fernando Lezcano Barbero who dedicated a lot of his time and used his personal connections to help me with my research in Spain. I am also very grateful to all participants of the research and appreciate their time and willingness to participate.Last but not least, special "thank you" in special paragraph belongs to my beloved super supportive and loving husband, Adam, for being always here with and for me. I could not wish for more.Thank you! Grazie! Gracias! Děkuji! CONTENT CONTENT .

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Language Policies for Migrants in Italy: The Tension Between Democracy, Decision-Making, and Linguistic Diversity

Cited by 7 publications

References 13 publications

Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

Online Education of Marginalized Children in North Macedonia and Italy During the COVID-19 Pandemic

Teacher Training in Linguistic Diversity within Inclusive Education: Cooperation between Non-governmental Non-profit Organizations and Educational Institutions. Situation in Three European Countries

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