Separate special classes in order to teach the Italian language to newly-arrived migrant students? The issues at stake and the proposal of a Randomized Controlled Test Design
AbstractIn Italy there has been a long debate whether to introduce in schools separate classes for newly-arrived immigrant students, in order to teach them Italian. Single schools are entitled to decide about policies for second language teaching, with little empirical support and in lack of a central normative regulation, resultig in a wide range of local practices. This article traces a viable path that may offer an empirical basis to schools’ and policy makers’ decisions on this issue. The first step, based on the direct experience of teachers who took part in the Interculture Project, is the identification of points of consensus and doubts regarding the effects of intensive second language teaching on newly-arrived students. The second step is the consequent proposal of a randomized controlled trial that seeks to assess the effects on three essential aspects: language abilities, socialization with peers and disciplinary competences.
How to Cite
Versino, P. (2014). Separate special classes in order to teach the Italian language to newly-arrived migrant students? The issues at stake and the proposal of a Randomized Controlled Test Design. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (12), 185–201. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/view/179
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