In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on the teaching of Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers’ metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow outlining some implications for teaching practice and teacher training.

Gilardoni, S., Insegnare Italiano L2 ad adulti migranti di livello Pre A1. Un’indagine sul territorio lombardo, <<LINGUE E LINGUAGGI>>, 2021; (41): 137-157 [http://hdl.handle.net/10807/205293]

Insegnare Italiano L2 ad adulti migranti di livello Pre A1. Un’indagine sul territorio lombardo

Gilardoni, Silvia
2021

Abstract

In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on the teaching of Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers’ metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow outlining some implications for teaching practice and teacher training.
Italiano
Gilardoni, S., Insegnare Italiano L2 ad adulti migranti di livello Pre A1. Un’indagine sul territorio lombardo, <<LINGUE E LINGUAGGI>>, 2021; (41): 137-157 [http://hdl.handle.net/10807/205293]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/205293
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