The paper considers the role of CPIA in processes for migrant’s inclusion, trough certification of linguistic competences – required to obtain CE residency permit. Considering experiences in progress and new challenges in intercultural contexts, the study develops on four levels: 1) investigation on formative needs of teachers and students, 2) focus on language testing for level A1 and A2 (QCER), 3) analysis of didactical methods and strategies, 4) self-reported and observed ethnic prejudice of Italian L2 teachers. The study is conducted using mixed methods. This paper analyses the case study dimension that led to create grids useful to observe in classrooms and models of interviews for teachers and students attending level A1 and A2 courses – instruments used in a CPIA in Rome. Afterwards, a questionnaire was created to be administered online to teachers of CPIA, firstly on a regional level, then on a national one.
Il contributo approfondisce il ruolo dei CPIA nel processo di inclusione sociale dei migranti attraverso la certificazione delle competenze linguistiche, necessaria per l’acquisizione del permesso di soggiorno europeo. Alla luce delle esperienze già in atto e alle nuove istanze poste nei contesti interculturali, si sviluppa uno studio su quattro livelli: 1) rilevazione dei bisogni formativi di docenti e studenti, 2) studio sulle prove di certificazione linguistica di livello A1 e A2; 3) analisi delle metodologie e materiali per la didattica; 4) autoanalisi e descrizione dei pregiudizi etnici degli insegnanti di italiano L2. L’indagine nel suo complesso è condotta con metodi misti. In questa sede si presenta la dimensione metodologica dello studio di caso che ha portato alla messa a punto di griglie per l’osservazione in aula e a modelli di interviste a docenti e studenti dei corsi di livello A1 e A2, utilizzati in un CPIA del Lazio, e – successivamente – alla costruzione di un questionario online da somministrare ai docenti dei CPIA del Lazio e, in prospettiva, a livello nazionale.
Provincial Centers for Adult Education (CPIA) as Resources for the Inclusion of Migrant Adults in Italy / Gabrielli, Sara; Benvenuto, Guido; Sposetti, Patrizia; Szpunar, Giordana. - (2022), pp. 19-39. - CULTURE IN POLICY MAKING. [10.1007/978-3-031-12626-0].
Provincial Centers for Adult Education (CPIA) as Resources for the Inclusion of Migrant Adults in Italy
Sara Gabrielli
;Guido Benvenuto
;Patrizia Sposetti
;Giordana Szpunar
2022
Abstract
The paper considers the role of CPIA in processes for migrant’s inclusion, trough certification of linguistic competences – required to obtain CE residency permit. Considering experiences in progress and new challenges in intercultural contexts, the study develops on four levels: 1) investigation on formative needs of teachers and students, 2) focus on language testing for level A1 and A2 (QCER), 3) analysis of didactical methods and strategies, 4) self-reported and observed ethnic prejudice of Italian L2 teachers. The study is conducted using mixed methods. This paper analyses the case study dimension that led to create grids useful to observe in classrooms and models of interviews for teachers and students attending level A1 and A2 courses – instruments used in a CPIA in Rome. Afterwards, a questionnaire was created to be administered online to teachers of CPIA, firstly on a regional level, then on a national one.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
