The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools

Abstract

Background: The purpose of this research is to analyze the perception of teachers and their thinking about two specific and functional issues which are often deemed to be controversial, that is, the acquisition, by recently arrived migrant students of the host language and the role that the professional services of a cultural mediator may have in said school context. The methodology used has been a case study by means of the technique of in-depth interview. To this end, twelve teachers from an Italian comprehensive school in the region of Sicily who for several years have been immersed in the relatively abrupt arrival of immigrant students have been interviewed. Results: There is evidence of some teachers adopting the position from a classic epistemological approach in the field of interculturality. For example, while the attitude and involvement of teachers seems to be consolidated, the teachers think that a key element of real inclusion should include practical measures such as early immersion in the host language, in this case Italian, and that considerable and external professional efforts are necessary, particularly from cultural mediators, which could make the inclusive project more viable.

Con Amore: Exploring How Italian School Leaders and Teachers Accommodate Immigrant Students

“…School hours may vary from school to school but must fulfill 5 hours of instruction daily. There is a new specialization in the teacher education program which would prepare teachers to teach Italian as a second language (L2), which may be a huge advantage for immigrant educational policies (Chiofalo et al, 2019a). Teacher education in Italian schools has been reformed to be more inclusive; however, existing literature shares that most teachers do not feel prepared for diversity (Santerini, 2010, p. 185).…”

“…In fact, while the teachers said they pushed for peer relationships, they did not put any effort into guiding the students. There was no dialogue of mutual enrichment or reflection on the themes of diversity (Chiofalo et al, 2019a). In fact, when asked how they promoted the different cultures within the classroom, the teachers talked about the cultural events outside of the classroom.…”

Overcoming Linguistic Inequities: Strengths and Limitations of Translation during the Pandemic

“…Theoretically, these figures should be part of the education system of several countries. However, evidence shows this kind of support is often unavailable or inadequate (Chiofalo et al, 2019). Linguistic and intercultural mediators fulfil a series of important functions.…”

“…Among other things, they provide psychological support to foreign pupils by facilitating their integration in the classroom and orienting them in the new school facilities (Sani, 2015(Sani, , p. 2584. Although their role should not be confused with that of a teacher, they also complement tutoring activities by supporting foreign pupils' language acquisition process (Chiofalo et al, 2019). In this regard, it is important to underline that, apart from guaranteeing equal education opportunities, the learning of the host country's language is a vital component of the inclusion process.…”

Including migrant students in the primary school: perspectives of Italian principals

“…In recent decades, Italy has developed a multicultural identity as a result of migratory flows from several countries in Europe, Africa and Asia (Chiofalo et al , 2019). Changes have characterised many aspects of Italian social life and human activities, including the work of schools.…”