Educazione alla cittadinanza per cittadini immigrati adulti. Il contributo della formazione linguistico-giuridica all'acquisizione di competenze di cittadinanza in lingua seconda

The research examines which cultural and linguistic instruments can be offered to provide adult migrants with formative access to citizenship competences. Starting from the questions: How can individuals of all community groups present in a nation-state acquire high standards of linguistic, sociolinguistic and discourse competences in order to be fully integrated, that is to participate and be included in social activities in the public domain such as work and institutional environments? How are these competencies developed in an educational context? How do adult migrants behave linguistically in this context, according to their needs and motivations? The research hypothesis aimed at outlining a formative project of citizenship education targeted at adult foreign citizens, where a central role is assigned both to law education and linguistic education. Acoordingly, as the study considered if the introduction of a law programme in a second language course could be conceived as an opportunity to further the access to active citizenship and social participation, a corpus of audiodata was collected in law classes of an Italian adult professional course attended by a 50% of foreign students. The observation was conducted on teacher and learner talk and learner participation in classroom interaction when curriculum legal topics were introduced and discussed. In the classroom law discourse two dimensions were analyzed: the legal knowledge construction and the participants’ interpersonal and identity construction. From the analysis, the understanding is that drawn that law classes seem to represent an educational setting where foreign citizens have an opportunity to learn and practise citizenship. The social and pragmatic approach to legal contents plays a relevant role, in a subject which, in non-academic contexts, loses its technical specificity and refers to law as a product of social representation. In the observed educational environment, where students are adults who bring into the classroom multiple personal and social identities, legal topics have the advantage of increasing adult migrants’ motivation to ‘go back to school’ as they are likely to give hints, if not provide solutions, to problems relating to participation in socio-institutional activities. At the same time, these contents offer an ideal context where individuals can acquire high discourse competences and citizenship skills, such as agency and critical reflection. Besides, the analysis reveals that providing adult learners with materials that focus on rights, politics and the law, i.e. with materials which stimulate discussion on concerns affecting their daily lives, is welcomed by learners themselves, who might appreciate the integration of these same topics in a second language course.

Sense of Community in contexts of multi culture

The theme “Belongingness” has a central role in the current debate on Community Psychology and in daily life. To try to understand the consequences of these changes, the research focuses on the concept of Sense of Community. In fact, Sense of Community has always been a central tool (Sarason, 1974; MacMillan & Chavis, 1986) to study communities (McMillan, 2011; Nowell & Boyd, 2011) and for a long time has represented positive values and something to aspire to. However, current debates indicate that Sense of Community is an outmoded concept and underline the problematic issue of “promotion of Sense of Community” in contexts of multi culture. The aim of the present research is to analyze Sense of Community in context of multi culture, as we consider that it can still be a fundamental tool to study and understand communities. In particular we are interested in understanding the role of Multiple Sense of Community (Brodsky, 2009) on Identity and Wellbeing (and its dimensions). We focused on a specific context, the Station Zone in Reggio Emilia, that is characterized by high levels of cultural diversity and different social problems (Giovannini & Vezzali, 2011). The research is developed and divided into two parts. The first part consists of an exploratory qualitative study that analyzes meanings of community among leaders of different ethnic groups living in the Station Zone. The second part consists of a “General Model” study and four parallel studies to analyze Multiple Sense of Community in different ethnic groups (Albanians, Moroccans, Chinese and Italians. The results indicate the different role of Multiple SOC in the relation between Identity and Wellbeing, in particular the relevance of Relational SOC and its different implications. Moreover, the factor “culture” represents an significant element in order to consider differences among ethnic groups.