Papers by Igor Deiana
Italiano a scuola, 2024
This paper explores the exploration of the history of teaching L2 Italian to adults in the Itali... more This paper explores the exploration of the history of teaching L2 Italian to adults in the Italian public school. The contribution examines courses of Italian as L2 organ-ised by the Centri Territoriali Permanenti per l’educazione degli adulti (CTPs) and la ter by the Centro Provinciale per l’Istruzione degli Adulti (CPIAs). Focusing on the “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, we discuss the main stages through which they have evolved and consolidated. The paper also con-siders some critical aspects and tries to understand their causes. Finally, the paper documents some of the impacts that the limits of the legislation may have on teaching.
Il contributo si occupa della storia dell’insegnamento dell’italiano L2 ad adulti nella scuola pubblica. Esamina i corsi di italiano L2 organizzati dalla fine degli anni Novanta dai Centri Territoriali Permanenti per l’educazione degli adulti (CTP) e poi dai Centri Provinciali per l’Istruzione degli Adulti (CPIA). Concentrandoci sui “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, vengono illustrate le principali tappe attraverso le quali si sono evoluti e consolidati. Il contributo considera inoltre alcuni aspetti critici e cerca di comprenderne le cause. Infine, vengono documentate alcune delle ricadute che i limiti della normativa possono avere sulla didattica.
Italiano a stranieri, 2023
ABSTRACT italiano
Attraverso i Percorsi di alfabetizzazione e apprendimento della lingua italian... more ABSTRACT italiano
Attraverso i Percorsi di alfabetizzazione e apprendimento della lingua italiana (Percorsi AALI), i Centri Provinciale per Istruzione degli Adulti (CPIA) si occupano dell’integrazione e formazione linguistica dei cittadini non italofoni. La fase di accoglienza costituisce un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi; infatti, le attività e le decisioni prese in questo momento sono determinanti per la definizione di una didattica di qualità.
Il presente contributo descrive uno strumento per l’accoglienza e la valutazione in entrata elaborato da due docenti di lingua italiana per discenti di lingua straniera (A23) e sperimentato nelle classi dei Percorsi AALI del CT Aritzo-Sorgono del CPIA 3 di Nuoro. Parallelamente alla presentazione dei diversi momenti che costituiscono l’intervista strutturata, il contributo analizza i materiali di supporto predisposti e, sulla base delle criticità rilevate in fase di sperimentazione, ne propone alcuni miglioramenti.
ABSTRACT inglese
The courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti) are central for the migrants’ development of linguistic and social skills. By delineating the learners’ specific needs, placement test and assessment have key role on this course. In fact, assessment and testing practices made at the beginning of the language courses help to develop offers courses and programs reflecting different learners’ profiles.
The aim of this article is to describe a tool for placement assessment. Called intervista strutturata, this tool has been developed by 2 A23 teachers, who are specialised in teaching Italian as a second language, and it has been administrated in the courses of Italian as a second language of the CT Aritzo-Sorgono of the CPIA 3 Nuoro. After describing the structure of the tool and analyzing the different materials developed, the paper focuses on the criticalities found during the testing phase and it proposes some improvements.
ITALIANO LINGUADUE , 2023
Abstract
I Percorsi di alfabetizzazione e apprendimento della lingua italiana sono il principale ... more Abstract
I Percorsi di alfabetizzazione e apprendimento della lingua italiana sono il principale strumento per la formazione linguistica delle e degli adulti stranieri frequentanti i CPIA. Attraverso l’analisi di testi prodotti da corsisti frequentanti questi corsi, il presente contributo offre uno sguardo privilegiato su questa realtà didattica. Malgrado non sia mancata l’attenzione per gli aspetti linguistici, l’analisi qui proposta si concentra sul contesto didattico e i diversificati bisogni di chi frequenta questi corsi. Lo studio dei testi, inoltre, permette di mettere a fuoco la specifica formazione richiesta al corpo docente e di osservare come i limiti della normativa hanno ricadute nella didattica.
This paper is about the Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI) offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thanks to a corpus of texts produced in these courses, this paper focuses on the most important Percorsi AALI’s educational and didactic issues. Through the analysis of this corpus, it has been possible to identify some critical aspects and to understand their causes. On the one hand some texts document how these courses are attended by a heterogeneous group of learners in which different literacy profiles can be identified. On the other hand, the study has underlined the importance of teachers' training and attitudes about teaching students from immigrant backgrounds.
Italiano LinguaDue, 2022
Attraverso un’analisi delle caratteristiche del corpo docente dei Percorsi di alfabetizzazione e ... more Attraverso un’analisi delle caratteristiche del corpo docente dei Percorsi di alfabetizzazione e apprendimento della lingua italiana, il presente contributo si propone di evidenziare alcuni dei punti di forza e debolezza di questi corsi. Sulla base di quanto emerso da un’indagine rivolta ai docenti che vi insegnano si metterà a fuoco il profilo degli insegnati della scuola primaria e degli altri docenti che lavorano in questi corsi. Ci si concentrerà sulla loro formazione iniziale, l’eventuale conseguimento di specializzazioni in italiano L2, l’esperienza maturata rispetto all’insegnamento dell’italiano L2 e LS, la frequenza di momenti di formazione e aggiornamento e i bisogni formativi dichiarati dagli stessi intervistati. Inoltre, grazie a quanto emerso da un’indagine rivolta esclusivamente ai docenti di Lingua italiana per discenti di lingua straniera, noti anche come A23, si proporranno alcune riflessioni rispetto alle caratteristiche dei docenti che lavorano in questi corsi.
Some reflections on teachers who teach in “literacy and Italian language learning courses”
This paper concentrates on the the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti) and in particular on Literacy and Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Based on the results of two surveys administrated to a sample of CPIA’s teachers in 2019 and 2020, the focus is on the teachers of Percorsi AALI. Starting from the analysis of the teacher profiles, the quality of Percorsi AALI is examined by the critical aspects in order to understand the causes.
Italiano LinguaDue, 2021
Malgrado la creazione della classe di concorso A23 abbia rappresentato un riconoscimento istituzi... more Malgrado la creazione della classe di concorso A23 abbia rappresentato un riconoscimento istituzionale per l’italiano L2 nella scuola, sembra che rispetto a quanto atteso ben poco sia cambiato. Infatti, pur essendo gli unici insegnanti della scuola italiana che sulla base di titoli ed esperienza possono essere considerati competenti in italiano L2, le e i docenti A23 costituiscono una piccola minoranza del corpo docente in servizio e sono stati assegnati esclusivamente ai CPIA. Visto che i CPIA sono l’unica scuola in cui al momento le e i docenti A23 lavorano, l’evento A023: un confronto di esperienze organizzato in occasione di FIERIDA 2021 è stata un’importante occasione che ha permesso di sondare l’attuale situazione di questa classe di concorso. L’iniziativa, inoltre, oltre a evidenziare problemi e criticità, ha permesso la condivisione di buone pratiche e la proposta di azioni costruttive. Dopo una breve presentazione di FIERIDA e di A023: un confronto di esperienze, il contributo si propone di fare un punto sul ruolo che le e i docenti A23 hanno nei CPIA attraverso le dichiarazioni rilasciate nel corso dell’iniziativa. Sempre grazie alle osservazioni fatte dalla platea partecipante, sono presentate una serie di proposte attuabili e concrete per un migliore impiego della professionalità di questi docenti nei CPIA e nelle scuole secondarie di primo e secondo grado.
Although the recruitment of A23 teachers (Lingua italiana per discenti di lingua straniera) can be considered a key moment for the institutional recognition for Italian L2 in school, it seems that very few things have changed compared to what was expected. In fact, even if since the school year 2017/2018 teachers that had successfully completed a structured course on teaching Italian as a second language have been included in the Italian public-school staff, nowadays it is evident that A23 teachers constitute a small minority of the teaching staff in service and have been assigned exclusively to the CPIA. Since the CPIAs are the only school where the A23 teachers currently work, the webinar “A023: un confronto di esperienze” organized during FIERIDA 2021 was an important opportunity that allowed to probe the current situation of these teachers. The webinar not only highlighted problems and criticalities, but also allowed the sharing of good practices and the proposal of constructive actions. After having briefly described FIERIDA and the aims and structure of the webinar, this paper focuses on the role that A23 teachers have in the CPIA. Furthermore, thanks to the observations made by the participating audience, in the second part of the paper we present a series of feasible and concrete proposals aimed to improve the quality of Italian L2 teaching in CPIA.
Citizenship, Work and The Global Age. Volume 1. Proceedings of the 2 nd International Conference of the Journal Scuola Democratica REINVENTING EDUCATION, 2021
This paper concentrates on the linguistic and educational policies aimed to foster the social and... more This paper concentrates on the linguistic and educational policies aimed to foster the social and linguistic integration of foreign people and in particular of the ones which arrived with the most recent migratory flow. Focusing on the key role played by public actors, the paper analyses the support offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti), in particular thanks to its Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Starting from the analysis of the educational policies for the lin-guistics integration of foreigners and the results of the experiences developed in the adult educational field, we try to understand the quality of Percorsi AALI, to identify their critical aspects and to understand their causes. Thanks to the re-sults of a survey administrated to a sample of CPIA’s teachers in 2020, we tried to evaluate if Percorsi AALI can be said to be part of a systematic action plan and a structured approach or if the Italian government still seems to be uninter-ested in this.
Italiano LinguaDue V. 13 N. 1 , 2021
Dopo una breve riflessione sulle politiche migratorie italiane degli ultimi decenni, il contribut... more Dopo una breve riflessione sulle politiche migratorie italiane degli ultimi decenni, il contributo offre una sintetica panoramica della disciplina legislativa italiana delle politiche di immigrazione. Soffermandosi sul permesso di soggiorno con scadenza, sul permesso di soggiorno di lungo periodo e sulla cittadinanza, si indicheranno i requisiti linguistici fissati, le procedure stabilite per la loro verifica e, quando previste, le attività formative obbligatorie. Inoltre, sulla base degli esiti delle sessioni di marzo 2019 e febbraio 2020 del Test di conoscenza della lingua italiana a livello A2 somministrato dai CPIA in accordo con le prefetture e grazie alle osservazioni fatte da un gruppo di docenti di lingua italiana per discenti di lingua straniera, noti anche come A23, in servizio nei CPIA, il contributo si propone di capire se le criticità osservate nel corso degli anni sono state affrontate.
This paper is about migration policies and language testing in Italy. After a general overview of the immigration policies in recent decades, we focus on policy requirements for residency and citizenship. We describe the language requirements, the procedures established for their assessment and, if provided, the specific set of official courses. Thanks to the analysis of the results of A2 tests for the long-term residency permits administrated in March 2019 and February 2020 and taking into consideration some remarks made by a group of Italian L2 teachers who work in the CPIAs, the paper aims to understand if the critical issues observed over the years have been addressed properly.
Italiano a Stranieri , 2020
Grazie allo studio della normativa vigente riguardante i Centri Provinciale per Istruzione degli ... more Grazie allo studio della normativa vigente riguardante i Centri Provinciale per Istruzione degli Adulti (CPIA) e alle dichiarazioni rilasciate dai docenti di Lingua italiana per discenti di lingua straniera attraverso un questionario somministrato tra febbraio e aprile 2019, il presente contributo descrive il ruolo centrale svolto dalla valutazione in ingresso nei Percorsi di alfabetizzazione e apprendimento della lingua italiana erogati nei CPIA.
Concentrandosi sulla cosiddetta fase di accoglienza, la quale rappresenta un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi, l’articolo si propone di individuare e analizzare le diverse criticità e problematiche emerse. Il contributo offre, inoltre, una breve panoramica sui materiali e gli strumenti che possono essere impiegati dai docenti nell’organizzazione l’accoglienza e la valutazione in entrata.
Based on the study of the national legislation and thanks to the findings of a survey presented to A23 teachers, who are specialised in teaching Italian as a second language, this paper concentrates on the courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti). In particular, the paper focuses on CPIA’s assessment and testing practices made at the beginning of the Italian language courses for foreigners.
The aim of this article is to underline the key role of the language testing and assessment and to identify possible problems regarding its functioning. The paper also illustrates some tools for placement assessment that can be used by teachers.
GLOTTODIDACTICA XLVII/2 (2020), 2020
Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a ... more Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant part of them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). This paper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA, its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.
Lingue Linguaggi 41, 2021
Since the school year 2017/2018, for the first time, teachers that had
successfully completed a s... more Since the school year 2017/2018, for the first time, teachers that had
successfully completed a structured course on teaching Italian as a foreign or second
language have been included in the Italian public school staff. This moment is very
important. In fact, for a long time the Italian public school had not had in its staff the
highly qualified professionalism useful to face problems linked to learning Italian as a
second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff.
This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di
lingua straniera. The paper will also investigate the role and professionalism of A23
teachers in the Italian school.
These reflections are based on data collected by a survey carried out during the school
year 2018/2019, February to April 2019. Conducted by a self-administered online
questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23
teachers.
Italiano LinguaDue, 2020
Over the last thirty years, the arrival of a large number of foreign people has had a considerabl... more Over the last thirty years, the arrival of a large number of foreign people has had a considerable impact on Italian society. Consequently, the national school system has been greatly affected, seen in daily life at Italian schools. Since the 2017/2018 school year, for the first time, teachers who had successfully completed a structured course on teaching Italian as a second language were included in Italian public school staff. For a long time, Italian public schools did not have highly qualified staff able to face problems linked to learning Italian as a second language. For this reason, the recruitment of A23 teachers can be considered key. This paper focuses on the major steps that led to the inclusion of professionals qualified to teach Lingua italiana per discenti di lingua straniera. in Italian public schools.
Scuola e Lingue Moderne SeLM 7-9, 2020
Attraverso quanto emerso da un’indagine che ha coinvolto le e i docenti A23 in servizio nei CPIA ... more Attraverso quanto emerso da un’indagine che ha coinvolto le e i docenti A23 in servizio nei CPIA durante gli anni scolastici 2017/2018 e 2018/2019 e sulla base della normativa che per la prima volta ne ha determinato l’inserimento nell’organico della scuola, il presente contributo si propone di fare un punto sul ruolo che la classe di concorso A23 ha attualmente nella scuola italiana. Alla luce dei recenti decreti ministeriali riguardanti il concorso orinario e il concorso straordinario per il reclutamento di personale docente per la scuola secondaria di primo e secondo grado, il lavoro cerca di comprendere quali siano le prospettive future per le e gli inseganti di Lingua italiana per discenti di lingua straniera.
Based on data collected by a survey given during the school year 2018/2019 which involved A23 teachers and through the analysis of the legislation, this paper focuses on the major steps that led to inclusion of the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public-school staff. Unless this moment is very important, it seems that these teachers are now in an uncertain and precarious situation. Thanks to the legislation of the forthcoming competitive exam for the recruitment of permanent teaching staff, the paper will also try to understand which could be the future perspectives for A23 teachers.
Epale Journal on Adult Learning and Continuing Education, 2020
Poiché sin dalla loro creazione i CPIA hanno un ruolo fondamentale nell’ambito delle azioni atte ... more Poiché sin dalla loro creazione i CPIA hanno un ruolo fondamentale nell’ambito delle azioni atte a facilitare la frequenza di percorsi di apprendimento lungo l’arco della vita, lo sviluppo di competenze
e professionalità, l’integrazione e la partecipazione sociale dei cittadini immigrati, è chiaro che l’inserimento nell’organico dei CPIA dei docenti di Lingua italiana per discenti di lingua straniera, avvenuto a partire dall’anno scolastico 2017/2018 rappresenti un importante intervento nell’ambito dell’educazione e l’istruzione degli adulti. Attraverso i primi dati emersi da un’indagine tuttora in corso sul funzionamento dei CPIA e sulla base dell’esperienza professionale dei due autori, il presente articolo riflette sul contributo che la classe di concorso di Lingua italiana per discenti di lingua straniera con le sue specifiche competenze professionali può dare nel sistema dell’istruzione degli adulti italiano.
L'epidemia. Le parole e l’interpretazione delle parole., 2020
La diffusione del Covid-19 ha stravolto in modo rapido e inaspettato la quotidianità di tutti. Il... more La diffusione del Covid-19 ha stravolto in modo rapido e inaspettato la quotidianità di tutti. Il coronavirus, oltre ad aver modificato abitudini consolidate e radicate, ha apportato cambiamenti fino a poco tempo fa nemmeno prevedibili. Tra i diversi elementi di novità registrati la centralità acquisita dai social nella rapida diffusione delle notizie, l’allargamento del bacino di utenti a cui i social si rivolgono e l’incremento del tempo a disposizione sono quelli che spingono maggiormente a supporre che vi possono essere state delle ricadute nell’uso quotidiano dei social network. Attraverso l’analisi di un corpus costituito da dati estratti da Twitter per mezzo del sito trendogate.com e riferiti a un arco di tempo che va dal 1° gennaio 2020 al 31 marzo 2020, il contributo si propone di capire in quale misura il ricorso a Twitter sia cambiato. Il confronto delle regolarità caratterizzanti gli argomenti di maggior tendenza sulla timeline italiana di Twitter raccolti prima dell’inizio della crisi sanitaria e quelli riguardanti le varie fasi che hanno visto l’epidemia divenire una pandemia permette di valutare in quale misura siano avvenuti dei cambiamenti nell’uso del famoso microblogging.
The spread of Covid-19 has suddenly and unexpectedly disrupted everyone's routine. Not only has the Coronavirus reshaped several established and rooted habits, but it has also caused changes until recently not even foreseeable. Among the numerous changes brought on by the pandemic, the key role of social networks in the rapid dissemination of news, the widening of users to which social media turn to and the increase in free time available are three points that seem to signal that there may have been a fallout in the daily use of social networks.
This paper tries to understand whether the use of Twitter has changed. It carries out a linguistic analysis of a corpus of data extracted with the website trendogate.com. The tweets considered were published in the period between the 1st of January 2020 and the 31st of March 2020. Focusing on the comparison of the regularities of the Italian Twitter's trending topics collected before and after the emergence of the pandemic, the aim of the paper is to comprehend to what extent the use of the famous microblogging has been reshaped through the various phases that saw the epidemic become a pandemic.
VOLUME I Politics, Citizenship, Diversity and Inclusion ASSOCIAZIONE "PER SCUOLA DEMOCRATICA", 2019
This paper focuses on the courses of Italian as a foreign language as con-ducted by the CPIA (Cen... more This paper focuses on the courses of Italian as a foreign language as con-ducted by the CPIA (Centro Provinciale per l'Istruzione degli Adulti) called “Percorsi di alfabetizzazione e apprendimento della lingua italiana”.
My reflections are based on my experience as a teacher at CPIA No.3 in Nuoro, Sardinia, during the school year 2017/2018, and on data collected by a survey given to 131 CPIAs during the school year 2018/2019. Conducted by a self-administered online questionnaire from February to April 2019, it involved 83 A023 teachers, teachers thus identified per the February 2016 Decree of the President of the Italian Republic. Specialised in teaching Italian as a second language, A023 teachers offer an insight into the CPIA’s teaching and educa-tional practices. Entitled A023: Chi? Come? Dove? Quando? Perché, the sur-vey was aimed at observing and describing the role and professionalism of A023 teachers in the CPIAs.
BOLLETTINO DI STUDI SARDI 09/2016, 2016
Il lavoro offre un contributo ai diversi studi che nel corso degli ultimi decenni si sono concent... more Il lavoro offre un contributo ai diversi studi che nel corso degli ultimi decenni si sono concentrati sull’italiano regionale e sulle varietà di lingua utilizzate dai giovani in Sardegna. Sono state oggetto della ricerca due aree geolinguistiche: l’Ogliastra e Cagliari.
Linguistics 10.1 by Igor Deiana
The paper draws the attention on the data collected during a sociolinguistic survey carried out i... more The paper draws the attention on the data collected during a sociolinguistic survey carried out in Ogliastra and in Cagliari. Aimed to contribute to the basic findings of previous studies focused on the vitality of minority languages and on the effectiveness of recent language policy, the survey has investigated the sociolinguistic dynamics of the two areas. The analysis of the data collected made it possible to assess the nature of some changes observed and their impact on linguistic repertoire. Starting with some general consideration on the multilingual Sardinian repertoire, focusing on gender, the contribution tries to discover if there are differences between male and female speaking in the two areas. The paper investigates how teenagers speak, how adults speak to them and the use of swear words and blasphemy. On the basis of the acquisitions made by gender studies and taking into consideration what has already been said by previous pieces of research on the Sardinian situation, this paper critically explores the data collected. Although the main expected trends are mostly respected, it has also been possible to identify some peculiar and innovative traits. In fact, by an attentive analysis of the respondents’ answer it has been possible to highlight some new tendencies.
Books by Igor Deiana
Franco Cesati Editore, 2022
I Centri Provinciali per l'Istruzione per Adulti (CPIA) hanno un ruolo centrale nell'integrazione... more I Centri Provinciali per l'Istruzione per Adulti (CPIA) hanno un ruolo centrale nell'integrazione linguistica e sociale delle cittadine e dei cittadini stranieri, sono fondamentali anche per la verifica dei requisiti linguistici per il rilascio del permesso di soggiorno e per l'organizzazione della Sessione di formazione civica e di informazione prevista dall'Accordo di integrazione. Partendo dai Centri Territoriali Permanenti (CTP), ossia i precursori dei CPIA, per arrivare alla più recente istituzione della classe di concorso di Lingua italiana per discenti di lingua straniera, nota come A23, questo volume ripercorre le principali tappe che hanno determinato lo sviluppo dell'attuale offerta formativa dell'italiano L2 per adulti nella scuola pubblica. Ci si concentrerà sugli aspetti burocratici e normativi, il corpo docente, le studentesse e gli studenti, e soprattutto, le attività di accoglienza e valutazione in entrata, la didattica e la sua pianificazione, la certificazione e la valutazione finale.
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Papers by Igor Deiana
Il contributo si occupa della storia dell’insegnamento dell’italiano L2 ad adulti nella scuola pubblica. Esamina i corsi di italiano L2 organizzati dalla fine degli anni Novanta dai Centri Territoriali Permanenti per l’educazione degli adulti (CTP) e poi dai Centri Provinciali per l’Istruzione degli Adulti (CPIA). Concentrandoci sui “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, vengono illustrate le principali tappe attraverso le quali si sono evoluti e consolidati. Il contributo considera inoltre alcuni aspetti critici e cerca di comprenderne le cause. Infine, vengono documentate alcune delle ricadute che i limiti della normativa possono avere sulla didattica.
Attraverso i Percorsi di alfabetizzazione e apprendimento della lingua italiana (Percorsi AALI), i Centri Provinciale per Istruzione degli Adulti (CPIA) si occupano dell’integrazione e formazione linguistica dei cittadini non italofoni. La fase di accoglienza costituisce un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi; infatti, le attività e le decisioni prese in questo momento sono determinanti per la definizione di una didattica di qualità.
Il presente contributo descrive uno strumento per l’accoglienza e la valutazione in entrata elaborato da due docenti di lingua italiana per discenti di lingua straniera (A23) e sperimentato nelle classi dei Percorsi AALI del CT Aritzo-Sorgono del CPIA 3 di Nuoro. Parallelamente alla presentazione dei diversi momenti che costituiscono l’intervista strutturata, il contributo analizza i materiali di supporto predisposti e, sulla base delle criticità rilevate in fase di sperimentazione, ne propone alcuni miglioramenti.
ABSTRACT inglese
The courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti) are central for the migrants’ development of linguistic and social skills. By delineating the learners’ specific needs, placement test and assessment have key role on this course. In fact, assessment and testing practices made at the beginning of the language courses help to develop offers courses and programs reflecting different learners’ profiles.
The aim of this article is to describe a tool for placement assessment. Called intervista strutturata, this tool has been developed by 2 A23 teachers, who are specialised in teaching Italian as a second language, and it has been administrated in the courses of Italian as a second language of the CT Aritzo-Sorgono of the CPIA 3 Nuoro. After describing the structure of the tool and analyzing the different materials developed, the paper focuses on the criticalities found during the testing phase and it proposes some improvements.
I Percorsi di alfabetizzazione e apprendimento della lingua italiana sono il principale strumento per la formazione linguistica delle e degli adulti stranieri frequentanti i CPIA. Attraverso l’analisi di testi prodotti da corsisti frequentanti questi corsi, il presente contributo offre uno sguardo privilegiato su questa realtà didattica. Malgrado non sia mancata l’attenzione per gli aspetti linguistici, l’analisi qui proposta si concentra sul contesto didattico e i diversificati bisogni di chi frequenta questi corsi. Lo studio dei testi, inoltre, permette di mettere a fuoco la specifica formazione richiesta al corpo docente e di osservare come i limiti della normativa hanno ricadute nella didattica.
This paper is about the Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI) offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thanks to a corpus of texts produced in these courses, this paper focuses on the most important Percorsi AALI’s educational and didactic issues. Through the analysis of this corpus, it has been possible to identify some critical aspects and to understand their causes. On the one hand some texts document how these courses are attended by a heterogeneous group of learners in which different literacy profiles can be identified. On the other hand, the study has underlined the importance of teachers' training and attitudes about teaching students from immigrant backgrounds.
Some reflections on teachers who teach in “literacy and Italian language learning courses”
This paper concentrates on the the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti) and in particular on Literacy and Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Based on the results of two surveys administrated to a sample of CPIA’s teachers in 2019 and 2020, the focus is on the teachers of Percorsi AALI. Starting from the analysis of the teacher profiles, the quality of Percorsi AALI is examined by the critical aspects in order to understand the causes.
Although the recruitment of A23 teachers (Lingua italiana per discenti di lingua straniera) can be considered a key moment for the institutional recognition for Italian L2 in school, it seems that very few things have changed compared to what was expected. In fact, even if since the school year 2017/2018 teachers that had successfully completed a structured course on teaching Italian as a second language have been included in the Italian public-school staff, nowadays it is evident that A23 teachers constitute a small minority of the teaching staff in service and have been assigned exclusively to the CPIA. Since the CPIAs are the only school where the A23 teachers currently work, the webinar “A023: un confronto di esperienze” organized during FIERIDA 2021 was an important opportunity that allowed to probe the current situation of these teachers. The webinar not only highlighted problems and criticalities, but also allowed the sharing of good practices and the proposal of constructive actions. After having briefly described FIERIDA and the aims and structure of the webinar, this paper focuses on the role that A23 teachers have in the CPIA. Furthermore, thanks to the observations made by the participating audience, in the second part of the paper we present a series of feasible and concrete proposals aimed to improve the quality of Italian L2 teaching in CPIA.
This paper is about migration policies and language testing in Italy. After a general overview of the immigration policies in recent decades, we focus on policy requirements for residency and citizenship. We describe the language requirements, the procedures established for their assessment and, if provided, the specific set of official courses. Thanks to the analysis of the results of A2 tests for the long-term residency permits administrated in March 2019 and February 2020 and taking into consideration some remarks made by a group of Italian L2 teachers who work in the CPIAs, the paper aims to understand if the critical issues observed over the years have been addressed properly.
Concentrandosi sulla cosiddetta fase di accoglienza, la quale rappresenta un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi, l’articolo si propone di individuare e analizzare le diverse criticità e problematiche emerse. Il contributo offre, inoltre, una breve panoramica sui materiali e gli strumenti che possono essere impiegati dai docenti nell’organizzazione l’accoglienza e la valutazione in entrata.
Based on the study of the national legislation and thanks to the findings of a survey presented to A23 teachers, who are specialised in teaching Italian as a second language, this paper concentrates on the courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti). In particular, the paper focuses on CPIA’s assessment and testing practices made at the beginning of the Italian language courses for foreigners.
The aim of this article is to underline the key role of the language testing and assessment and to identify possible problems regarding its functioning. The paper also illustrates some tools for placement assessment that can be used by teachers.
successfully completed a structured course on teaching Italian as a foreign or second
language have been included in the Italian public school staff. This moment is very
important. In fact, for a long time the Italian public school had not had in its staff the
highly qualified professionalism useful to face problems linked to learning Italian as a
second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff.
This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di
lingua straniera. The paper will also investigate the role and professionalism of A23
teachers in the Italian school.
These reflections are based on data collected by a survey carried out during the school
year 2018/2019, February to April 2019. Conducted by a self-administered online
questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23
teachers.
Based on data collected by a survey given during the school year 2018/2019 which involved A23 teachers and through the analysis of the legislation, this paper focuses on the major steps that led to inclusion of the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public-school staff. Unless this moment is very important, it seems that these teachers are now in an uncertain and precarious situation. Thanks to the legislation of the forthcoming competitive exam for the recruitment of permanent teaching staff, the paper will also try to understand which could be the future perspectives for A23 teachers.
e professionalità, l’integrazione e la partecipazione sociale dei cittadini immigrati, è chiaro che l’inserimento nell’organico dei CPIA dei docenti di Lingua italiana per discenti di lingua straniera, avvenuto a partire dall’anno scolastico 2017/2018 rappresenti un importante intervento nell’ambito dell’educazione e l’istruzione degli adulti. Attraverso i primi dati emersi da un’indagine tuttora in corso sul funzionamento dei CPIA e sulla base dell’esperienza professionale dei due autori, il presente articolo riflette sul contributo che la classe di concorso di Lingua italiana per discenti di lingua straniera con le sue specifiche competenze professionali può dare nel sistema dell’istruzione degli adulti italiano.
The spread of Covid-19 has suddenly and unexpectedly disrupted everyone's routine. Not only has the Coronavirus reshaped several established and rooted habits, but it has also caused changes until recently not even foreseeable. Among the numerous changes brought on by the pandemic, the key role of social networks in the rapid dissemination of news, the widening of users to which social media turn to and the increase in free time available are three points that seem to signal that there may have been a fallout in the daily use of social networks.
This paper tries to understand whether the use of Twitter has changed. It carries out a linguistic analysis of a corpus of data extracted with the website trendogate.com. The tweets considered were published in the period between the 1st of January 2020 and the 31st of March 2020. Focusing on the comparison of the regularities of the Italian Twitter's trending topics collected before and after the emergence of the pandemic, the aim of the paper is to comprehend to what extent the use of the famous microblogging has been reshaped through the various phases that saw the epidemic become a pandemic.
My reflections are based on my experience as a teacher at CPIA No.3 in Nuoro, Sardinia, during the school year 2017/2018, and on data collected by a survey given to 131 CPIAs during the school year 2018/2019. Conducted by a self-administered online questionnaire from February to April 2019, it involved 83 A023 teachers, teachers thus identified per the February 2016 Decree of the President of the Italian Republic. Specialised in teaching Italian as a second language, A023 teachers offer an insight into the CPIA’s teaching and educa-tional practices. Entitled A023: Chi? Come? Dove? Quando? Perché, the sur-vey was aimed at observing and describing the role and professionalism of A023 teachers in the CPIAs.
Linguistics 10.1 by Igor Deiana
Books by Igor Deiana
Il contributo si occupa della storia dell’insegnamento dell’italiano L2 ad adulti nella scuola pubblica. Esamina i corsi di italiano L2 organizzati dalla fine degli anni Novanta dai Centri Territoriali Permanenti per l’educazione degli adulti (CTP) e poi dai Centri Provinciali per l’Istruzione degli Adulti (CPIA). Concentrandoci sui “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, vengono illustrate le principali tappe attraverso le quali si sono evoluti e consolidati. Il contributo considera inoltre alcuni aspetti critici e cerca di comprenderne le cause. Infine, vengono documentate alcune delle ricadute che i limiti della normativa possono avere sulla didattica.
Attraverso i Percorsi di alfabetizzazione e apprendimento della lingua italiana (Percorsi AALI), i Centri Provinciale per Istruzione degli Adulti (CPIA) si occupano dell’integrazione e formazione linguistica dei cittadini non italofoni. La fase di accoglienza costituisce un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi; infatti, le attività e le decisioni prese in questo momento sono determinanti per la definizione di una didattica di qualità.
Il presente contributo descrive uno strumento per l’accoglienza e la valutazione in entrata elaborato da due docenti di lingua italiana per discenti di lingua straniera (A23) e sperimentato nelle classi dei Percorsi AALI del CT Aritzo-Sorgono del CPIA 3 di Nuoro. Parallelamente alla presentazione dei diversi momenti che costituiscono l’intervista strutturata, il contributo analizza i materiali di supporto predisposti e, sulla base delle criticità rilevate in fase di sperimentazione, ne propone alcuni miglioramenti.
ABSTRACT inglese
The courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti) are central for the migrants’ development of linguistic and social skills. By delineating the learners’ specific needs, placement test and assessment have key role on this course. In fact, assessment and testing practices made at the beginning of the language courses help to develop offers courses and programs reflecting different learners’ profiles.
The aim of this article is to describe a tool for placement assessment. Called intervista strutturata, this tool has been developed by 2 A23 teachers, who are specialised in teaching Italian as a second language, and it has been administrated in the courses of Italian as a second language of the CT Aritzo-Sorgono of the CPIA 3 Nuoro. After describing the structure of the tool and analyzing the different materials developed, the paper focuses on the criticalities found during the testing phase and it proposes some improvements.
I Percorsi di alfabetizzazione e apprendimento della lingua italiana sono il principale strumento per la formazione linguistica delle e degli adulti stranieri frequentanti i CPIA. Attraverso l’analisi di testi prodotti da corsisti frequentanti questi corsi, il presente contributo offre uno sguardo privilegiato su questa realtà didattica. Malgrado non sia mancata l’attenzione per gli aspetti linguistici, l’analisi qui proposta si concentra sul contesto didattico e i diversificati bisogni di chi frequenta questi corsi. Lo studio dei testi, inoltre, permette di mettere a fuoco la specifica formazione richiesta al corpo docente e di osservare come i limiti della normativa hanno ricadute nella didattica.
This paper is about the Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI) offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thanks to a corpus of texts produced in these courses, this paper focuses on the most important Percorsi AALI’s educational and didactic issues. Through the analysis of this corpus, it has been possible to identify some critical aspects and to understand their causes. On the one hand some texts document how these courses are attended by a heterogeneous group of learners in which different literacy profiles can be identified. On the other hand, the study has underlined the importance of teachers' training and attitudes about teaching students from immigrant backgrounds.
Some reflections on teachers who teach in “literacy and Italian language learning courses”
This paper concentrates on the the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti) and in particular on Literacy and Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Based on the results of two surveys administrated to a sample of CPIA’s teachers in 2019 and 2020, the focus is on the teachers of Percorsi AALI. Starting from the analysis of the teacher profiles, the quality of Percorsi AALI is examined by the critical aspects in order to understand the causes.
Although the recruitment of A23 teachers (Lingua italiana per discenti di lingua straniera) can be considered a key moment for the institutional recognition for Italian L2 in school, it seems that very few things have changed compared to what was expected. In fact, even if since the school year 2017/2018 teachers that had successfully completed a structured course on teaching Italian as a second language have been included in the Italian public-school staff, nowadays it is evident that A23 teachers constitute a small minority of the teaching staff in service and have been assigned exclusively to the CPIA. Since the CPIAs are the only school where the A23 teachers currently work, the webinar “A023: un confronto di esperienze” organized during FIERIDA 2021 was an important opportunity that allowed to probe the current situation of these teachers. The webinar not only highlighted problems and criticalities, but also allowed the sharing of good practices and the proposal of constructive actions. After having briefly described FIERIDA and the aims and structure of the webinar, this paper focuses on the role that A23 teachers have in the CPIA. Furthermore, thanks to the observations made by the participating audience, in the second part of the paper we present a series of feasible and concrete proposals aimed to improve the quality of Italian L2 teaching in CPIA.
This paper is about migration policies and language testing in Italy. After a general overview of the immigration policies in recent decades, we focus on policy requirements for residency and citizenship. We describe the language requirements, the procedures established for their assessment and, if provided, the specific set of official courses. Thanks to the analysis of the results of A2 tests for the long-term residency permits administrated in March 2019 and February 2020 and taking into consideration some remarks made by a group of Italian L2 teachers who work in the CPIAs, the paper aims to understand if the critical issues observed over the years have been addressed properly.
Concentrandosi sulla cosiddetta fase di accoglienza, la quale rappresenta un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi, l’articolo si propone di individuare e analizzare le diverse criticità e problematiche emerse. Il contributo offre, inoltre, una breve panoramica sui materiali e gli strumenti che possono essere impiegati dai docenti nell’organizzazione l’accoglienza e la valutazione in entrata.
Based on the study of the national legislation and thanks to the findings of a survey presented to A23 teachers, who are specialised in teaching Italian as a second language, this paper concentrates on the courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti). In particular, the paper focuses on CPIA’s assessment and testing practices made at the beginning of the Italian language courses for foreigners.
The aim of this article is to underline the key role of the language testing and assessment and to identify possible problems regarding its functioning. The paper also illustrates some tools for placement assessment that can be used by teachers.
successfully completed a structured course on teaching Italian as a foreign or second
language have been included in the Italian public school staff. This moment is very
important. In fact, for a long time the Italian public school had not had in its staff the
highly qualified professionalism useful to face problems linked to learning Italian as a
second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff.
This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di
lingua straniera. The paper will also investigate the role and professionalism of A23
teachers in the Italian school.
These reflections are based on data collected by a survey carried out during the school
year 2018/2019, February to April 2019. Conducted by a self-administered online
questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23
teachers.
Based on data collected by a survey given during the school year 2018/2019 which involved A23 teachers and through the analysis of the legislation, this paper focuses on the major steps that led to inclusion of the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public-school staff. Unless this moment is very important, it seems that these teachers are now in an uncertain and precarious situation. Thanks to the legislation of the forthcoming competitive exam for the recruitment of permanent teaching staff, the paper will also try to understand which could be the future perspectives for A23 teachers.
e professionalità, l’integrazione e la partecipazione sociale dei cittadini immigrati, è chiaro che l’inserimento nell’organico dei CPIA dei docenti di Lingua italiana per discenti di lingua straniera, avvenuto a partire dall’anno scolastico 2017/2018 rappresenti un importante intervento nell’ambito dell’educazione e l’istruzione degli adulti. Attraverso i primi dati emersi da un’indagine tuttora in corso sul funzionamento dei CPIA e sulla base dell’esperienza professionale dei due autori, il presente articolo riflette sul contributo che la classe di concorso di Lingua italiana per discenti di lingua straniera con le sue specifiche competenze professionali può dare nel sistema dell’istruzione degli adulti italiano.
The spread of Covid-19 has suddenly and unexpectedly disrupted everyone's routine. Not only has the Coronavirus reshaped several established and rooted habits, but it has also caused changes until recently not even foreseeable. Among the numerous changes brought on by the pandemic, the key role of social networks in the rapid dissemination of news, the widening of users to which social media turn to and the increase in free time available are three points that seem to signal that there may have been a fallout in the daily use of social networks.
This paper tries to understand whether the use of Twitter has changed. It carries out a linguistic analysis of a corpus of data extracted with the website trendogate.com. The tweets considered were published in the period between the 1st of January 2020 and the 31st of March 2020. Focusing on the comparison of the regularities of the Italian Twitter's trending topics collected before and after the emergence of the pandemic, the aim of the paper is to comprehend to what extent the use of the famous microblogging has been reshaped through the various phases that saw the epidemic become a pandemic.
My reflections are based on my experience as a teacher at CPIA No.3 in Nuoro, Sardinia, during the school year 2017/2018, and on data collected by a survey given to 131 CPIAs during the school year 2018/2019. Conducted by a self-administered online questionnaire from February to April 2019, it involved 83 A023 teachers, teachers thus identified per the February 2016 Decree of the President of the Italian Republic. Specialised in teaching Italian as a second language, A023 teachers offer an insight into the CPIA’s teaching and educa-tional practices. Entitled A023: Chi? Come? Dove? Quando? Perché, the sur-vey was aimed at observing and describing the role and professionalism of A023 teachers in the CPIAs.