The web and ICTs in standard education, the expansion of resources and the provision of new learning opportunities, have granted changes to the way we teach languages. This allows teachers/trainers to respond more effectively to the growing demand for flexible, customizable and usable learning paths. The result is that of a borderless and globalized society, where people can learn languages in a process which can be undertaken throughout a lifetime. The paper illustrates the design experience in the development of integrated pathways for learning Italian language “L2” within the Common European Framework of Reference for Languages (CEFR) by young migrant people (Unaccompanied and separated young migrant people, recent parent-child reunifications) in the Campania region (Italy). Proficiency of Italian language is, in fact, the first instrument for the integration of migrants into host societies. The project “Esplor@ndo”, developed by the Department of Political Science, Social and Communication of University of Salerno in partnership with the Cooperative Dedalus of Naples, takes advantage of the potential of the multi-relational and technological environment (e.g.: Moodle platform) where online training can be implemented. The aim is to overcome the size that characterizes many of the pure self-learning programs offering language training in the network. Inside of Esplor@ndo, Italian online teaching for foreign people is based on the functional language teaching method and on collaborative e-learning. The latter characterized by a very high level of interactivity and is capable of meeting difficult logistical conditions in which there are many foreign children in the appropriate area and that would not allow a regular delivery of traditional classroom courses.

E-learning platform for language training of young migrant people

DIANA, Paolo;FERRARI, GIOVANNIPAOLO
2012-01-01

Abstract

The web and ICTs in standard education, the expansion of resources and the provision of new learning opportunities, have granted changes to the way we teach languages. This allows teachers/trainers to respond more effectively to the growing demand for flexible, customizable and usable learning paths. The result is that of a borderless and globalized society, where people can learn languages in a process which can be undertaken throughout a lifetime. The paper illustrates the design experience in the development of integrated pathways for learning Italian language “L2” within the Common European Framework of Reference for Languages (CEFR) by young migrant people (Unaccompanied and separated young migrant people, recent parent-child reunifications) in the Campania region (Italy). Proficiency of Italian language is, in fact, the first instrument for the integration of migrants into host societies. The project “Esplor@ndo”, developed by the Department of Political Science, Social and Communication of University of Salerno in partnership with the Cooperative Dedalus of Naples, takes advantage of the potential of the multi-relational and technological environment (e.g.: Moodle platform) where online training can be implemented. The aim is to overcome the size that characterizes many of the pure self-learning programs offering language training in the network. Inside of Esplor@ndo, Italian online teaching for foreign people is based on the functional language teaching method and on collaborative e-learning. The latter characterized by a very high level of interactivity and is capable of meeting difficult logistical conditions in which there are many foreign children in the appropriate area and that would not allow a regular delivery of traditional classroom courses.
2012
9789736209253
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/3120024
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