Journal | EL.LE
Journal issue | 7 | 3 | 2018
Research Article | Socially Vulnerable Students’ Language Needs in Italian SL
Socially Vulnerable Students’ Language Needs in Italian SL
A Survey on Second Language Courses Provided by Reception Centers in Piedmont
Abstract
This paper presents the results of a research on language educational practices related to the teaching of Italian as a second language (ISL), aimed at learners in the situation of vulnerability and disadvantage. In many contexts of welcoming, the need to reconcile the first reception practices relating to housing, sustenance and health, with the dimension of language teaching, is evident. The ISL teachers who work within emergency frameworks often experience a feeling of discomfort connected to the motivational dynamics: if the students receive the necessities of the essentials from those who deal with the reception and expect to stay in Italy for a short period of time, it is possible that there will not be intrinsic motivation for studying and exercising the language. The survey, divided into several operational phases, is based on a questionnaire submitted to the teaching staff that deals with the ISL education within the contexts of reception. The most significant aspect of the data analysis is the absence of communicative needs compared to the daily life of the students.
Submitted: Jan. 10, 2019 | Accepted: Feb. 9, 2019 | Published June 7, 2019 | Language: it
Keywords Educational Linguistics • Language education • Italian as second language • Motivation • Language needs
Copyright © 2018 Paolo Nitti. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2018/21/004
