Language Learning and Inclusion in Italy

Autor/inn/en	Carloni, Giovanna; Sisti, Flora
Titel	Language Learning and Inclusion in Italy
Quelle	In: Language Learning in Higher Education, 9 (2018) 1, S.97-115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2019-0005
Schlagwörter	Inclusion; Second Language Learning; Second Language Instruction; Teaching Methods; Immigrants; Self Concept; Correlation; Story Telling; Intercultural Communication; Instructional Effectiveness; Guidelines; Art; Museums; Foreign Countries; Italian; Cultural Awareness; Case Studies; Social Integration; Italy + Suchen Sie Ihr Suchwort? Inklusion; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Selbstkonzept; Korrelation; Interkulturelle Kommunikation; Unterrichtserfolg; Richtlinien; Arts; Kunst; Museum; Museumswesen; Museen; Ausland; Italienisch; Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study; Soziale Integration; Italien
Abstract	The study of inclusion models has regained attention in light of recent migratory phenomena. In this context, research in the area of second language (L2) teaching methodologies occupies a central role because it examines the most effective teaching approaches to promote the learning of a language that will be instrumental in the inclusion of the migrant in a new socio-cultural context. This work proposes some reflections on the bonds between language and cultural identity, with particular focus on the problematics related to culture shock. The premise is that language plays a key role as an instrument in inclusion because it allows the individual to understand a new reality and to make him or herself understood by others through a narrative process (storytelling). To promote the true inclusion of migrants into the fabric of the society of the adopted country, it is important to pursue a dual objective: to provide migrants with the instruments necessary for inclusion into the host society and, at the same time, educate the members of the host society as regards intercultural relationships. The purpose of this work is to furnish some research-based guidelines suitable to effective L2 teaching and present an example of an experience in the process of inclusion mediated through Italy's works of art in museums. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01