The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors

Abstract

This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.

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

“…Sani (2015) states that the intercultural mediator can "promote intercultural dialogue in schools and be the basis for a positive relationship with teachers and natives classmates" (p. 2583). Existing literature shows the benefits of intercultural mediators, but their presence in Italian schools is still lacking (Catarci, 2016;Carrión-Martínez et al, 2021;Richter, 2022;Rus, 2006;Vezzali et al, 2019). Another suggested attempt to enrich the immigrant students' experience is creating programs incorporating a sense of community.…”

“…Scholars have found the effectiveness of intercultural mediators in implementing an intercultural approach (Baraldi & Rossi, 2011;Carrión-Martínez et al, 2021;Catarci, 2016;Chifalo et al, 2019;Richter, 2022;Rus, 2006;Sani, 2015;Vezzali et al, 2017). Although the European states have brought in the intercultural mediator to help with immigrant educational policies, not all Italian schools have them.…”

Adjustment to Chinese Culture and Mental Health Issues among Foreign Students on Chinese University Campuses during the COVID-19 Pandemic: A Collaborative Ethnographic Study

“…The recent studies also investigated the cultural adjustment and mental health status of international students during the epidemic period and its influencing factors. For example, Xu et al (2022) adopted an emergent public health events questionnaire, emotion regulation strategy questionnaire, and social support questionnaire to investigate the influence of social support and emotion regulation on the mental health of international students [9]. The results showed that during the COVID-19 epidemic, the international students showed mild psychological symptoms overall, which was healthier than a similar investigation during the SARS period.…”