2020 – 27th Annual Conference, Belgrade

Speakers, Presentations & Workshops

Giuseppe Trotta

Teachers of Italian L2 for refugees and asylum-seekers as policy-makers

The Italian reception system for refugees and asylum-seekers is still characterized by a high degree of fragmentation despite the attempts of or improvements towards standardization. The system is broken down into two levels, a first level including primary reception at early arrival, and a second level with the aim to let the integration process between host society members and newcomers begin. The latter includes projects organized and run by local governmental bodies on a micro-territorial dimension and based on the national Law and regulations. Even though teaching Italian as L2 is recognized in the aforementioned texts as a fundamental tool for integration, little is still known about, inter alia, the personal and professional background of teachers, the educational quality standards offered by reception projects and what language (education) policy is held and implemented. Focusing on the great autonomy held by each project, the present work has the main aim to analyze and outline the language (education) policy through the collection of qualitative data from different investigation tools: questionnaires for teachers, interviews with project managers, focus group interviews with project beneficiaries, classroom observations and video recordings. All the data collected will be processed and interpreted using a language policy analysis model (see Lo Bianco 2010) with the aim to trace ideologies and practices, roles and responsibilities of stakeholders, and impacts as well as potential convergence or divergence with higher scales policies. In particular, this work focuses on the role of teachers. This presentation intends to give an outline of early results that show interesting tendencies in the relationship between top-down and bottom-up policies.

References:
Lo Bianco, Joseph (2010). Language Policy and Planning. In N. H. Hornberger & S. L. McKay (eds.), Sociolinguistics and language education (pp. 143-176). Clevedon, GBR: Multilingual Matters.

Biodata

Giuseppe Trotta has obtained his first level degree in European and American Languages, Literatures and Cultures, with a final thesis entitled “I’m British but…: comparison between British and Indian English”, and his second level degree in Linguistics and Specialized Translation, with a thesis entitled “The language wall between doctors and patients: analysis and translation of medical texts from English into Italian”, at the University of Naples “L’Orientale”. In 2016 he was awarded his license to teach the English language and culture in public middle and high schools. Between 2015 and 2018 he collaborated with the University for Foreigners CILS centre in two Erasmus+ projects: “Workit – Job Language Kit for Migrants”, to create a language toolkit to facilitate migrants’ communication at the workplace, and “PULSE”, to create an e-learning language course for nurses and healthcare operators working abroad or planning to move. Since 2017 he has been carrying out his doctoral research project on language policies in Italy in the field of migrants reception, with special attention to refugees and asylum-seekers. Giuseppe Trotta’s main interests vary from sociolinguistics to educational linguistics.