Language learning and inclusion in Italy

Abstract

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 For a definition of migrant see the European Migration Network (EMN) Glossary: “In the global context, a person who is outside the territory of the State of which they are nationals or citizens and who has resided in a foreign country for more than one year irrespective of the causes, voluntary or involuntary, and the means, regular or irregular, used to migrate”. https://ec.europa.eu/home-affairs/what-we-do/networks/european_migration_network/glossary_en (accessed April 7, 2018). 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.