Abstract
The international migration changed the situation in the Italian school system: it is asked to update educational practices with new pedagogical models of narration and expression (multiliteracies and multimodality) and to promote digital skills from childhood. Self-efficacy, more than the actual performance, influences the will to try again and not give up. Few studies are available on how narrative self-efficacy affects expressive development, especially in school contexts characterized by multilingualism and multiculturalism. This exploratory survey aims to investigate the narrative self-efficacy of eighteen 8-year-old children attending primary school, with a significant presence of international migrant children (two out of three). For three months, these students were involved in multimodal narrative learning activities through gestural/mime languages (theatre), visual languages (drawings), verbal languages (oral and written) and digital languages (digital video narration). The research questions were: (1) Does the multimodal workshop influence the self-efficacy beliefs of the narrative skills perceived by Italian students (L1) and international migrant students (L2)? (2) Does the most influence come from the mime/gestural, the digital video or the entire multimodal narrative activities? (3) In which aspects of the narrative is the self-efficacy most influenced by the multimodal workshop for L1 and L2 groups?
Highlights
For some years, students with migratory origins have represented the dynamic component of the Italian school system
We investigated the children’s self-efficacy regarding narration, as that is a central activity in the development of a literacy curriculum in primary schools
The class group consisted of 7 Italian students, 6 females and 1 male (L1 group) and 11 international migrant students, 8 females and 3 males (L2 group)
Summary
Students with migratory origins have represented the dynamic component of the Italian school system. They contribute by their numerical growth to containing the decline in the overall school population, which results from the continuing decline of Italian students. The difference is more pronounced for the expressive disciplines such as Italian (about 10 percentage points) than the logical-mathematical disciplines (about 6 points). This gap tends to increase by another 4 points in Italian and 1 point in mathematics in secondary schools (OECD–PISA, 2012)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.