Abstract
This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.
Highlights
The integration of ethnic minorities within Western countries is undoubtedly one of the most critical problems for these nations, mainly due to the relentless increase in migratory flows in recent years (Arango et al 2018; Gatta 2019; Paredes García 2020; Tuzi 2019)
Similar results were found in the research developed by Morales et al (2021), in which the self-perceived skills in mathematics and sciences of immigrant students were linked to integration and social relationships
The results obtained in the comparative variables between linguistic mediation and socio-educational adaptation with the Mann-Whitney U test show that, in terms of linguistic interventions and facilitation, these are significantly related to both intragroup acceptance and socio-educational adaptation (Table 5)
Summary
The integration of ethnic minorities within Western countries is undoubtedly one of the most critical problems for these nations, mainly due to the relentless increase in migratory flows in recent years (Arango et al 2018; Gatta 2019; Paredes García 2020; Tuzi 2019). Various studies (Alonso-Bello et al 2020; Maskileyson et al 2021; Santana et al 2018) argue that social and labor integration are distinctive processes since their success is conditioned mainly by the level of education attained by the immigrants. The lack of social cohesion and the difficulty of young immigrants integrating into the host country often cause conflict and violence (Naz 2020). Studies such as those developed by Ravecca (2010) show that the link between the level of education of second-generation migrants and their degree of integration is not always absolute. Similar results were found in the research developed by Morales et al (2021), in which the self-perceived skills in mathematics and sciences of immigrant students were linked to integration and social relationships
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