Abstract
The creation of laws regarding the linguistic integration of migrants has contributed to the change in Italian language teaching, which has had to adapt its materials and methodology to migrants. However, the specific case of refugees has not been specifically assessed, with the exception of experimentation with the Council of Europe toolkit for refugees. This paper aimed to study the linguistic integration of adult refugees in Italy by conducting an ethnography through participant observation and semi-structured interviews between Italian language teachers and refugees. The results of this work show both the teachers’ perceptions of the refugees’ linguistic integration and the refugees’ perceptions of linguistic integration practice. The conclusions highlight the need for more hours of Italian language courses as well as lessons based on specific integration needs. Moreover, this study emphasizes that the integration practice itself implies language learning. A final consideration is made concerning the current integration situation of refugees in Italy.
Highlights
When defining integration, the European Commission states that this phenomenon “should be understood as a two-way process based on mutual rights and corresponding obligations of legally resident third country nationals and the host society”(Commission of the European Communities 2003, p. 17)
The main results of this paper show the need for language courses tailored to the integration needs of refugees as the existing courses are said to be insufficient for their integration, especially due to the inadequate number of hours provided
The language courses organized by the CPIAs, SPRARs, and CASs aim to prepare students to attain the A2 level of the Common European Framework of Reference for Languages (CEFR), that is, a basic knowledge of the language
Summary
The European Commission states that this phenomenon “should be understood as a two-way process based on mutual rights and corresponding obligations of legally resident third country nationals and the host society”(Commission of the European Communities 2003, p. 17). The European Commission states that this phenomenon “should be understood as a two-way process based on mutual rights and corresponding obligations of legally resident third country nationals and the host society”. The current integration policies have put the focus mainly on the acquisition of the host country’s language, which has become a tool with which to make decisions regarding immigrants’ legal status (Pulinx et al 2014; Council of Europe 1985). In this sense, language has acquired a role in migration control (Krumm 2012). Within the Italian territory, starting from the approval of the Italian Law Art
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