Spunti etici nell’educazione linguistica di alunni figli di migranti = Ethical ideas in the linguistic education of pupils children of migrants

IF 0.2 Q4 COMMUNICATION H-ermes-Journal of Communication Pub Date : 2018-11-05 DOI:10.1285/I22840753N11P139
V. Scalone
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Abstract

Ethical ideas in the linguistic education of pupils children of migrants. Nowadays modern societies have to copy with the multiculturality and the problem of inclusion of foreign people. Migrants are by now a steady presence in our towns and, consequently, also in our schools. So it is not more possible to put the cultural, social and political debates concerning their condition off. But what is ‘good’ in language instruction for students coming from abroad or whose parents were migrants? And how can we set up educational approaches (together with methods and practices of language teaching/learning), whose aim is the pursuit of ‘good’ for this specific target and, consequently, for the entire welcoming and inclusive community? Being engaged in this ethical evaluation is not obvious nor even simple. It is first necessary to clearly explicate language instruction in order to identify its key elements and their specific object of study. A theoretical and a practical reflection on language instruction implies thus the definition of the sustainability of the language teaching system. Teaching and learning in a ethically sustainable way means giving the appropriate value to each single element of the language instruction process: the subject (mainly the student/the class-group), the object (mainly the language/the culture) and the agent (mainly the teacher/language book). So, among the issues concerning the educational inclusion of the children learning a not-native language, the improvement of the L2 (second language) knowledge becomes a real integration strategy for their full inclusion in the native community and also the prelude of a process leading to the collective ‘well-being’, that is the common good.
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移民子女语言教育中的伦理思想
移民子女学生语言教育中的伦理思想。如今,现代社会不得不效仿多元文化和接纳外国人的问题。移民现在在我们的城镇中稳定存在,因此也在我们的学校中。因此,不可能再搁置关于他们状况的文化、社会和政治辩论了。但是,对于来自国外或父母是移民的学生来说,语言教学的“好”是什么呢?我们如何建立教育方法(以及语言教学的方法和实践),其目的是为这一特定目标追求“好”,从而为整个受欢迎和包容的社区追求“好的”?参与这种道德评估既不明显,也不简单。首先必须明确说明语言教学,以确定其关键要素及其具体研究对象。因此,对语言教学的理论和实践反思意味着对语言教学系统可持续性的定义。以道德可持续的方式进行教学意味着赋予语言教学过程中的每一个元素适当的价值:主体(主要是学生/班级)、对象(主要是语言/文化)和主体(主要为教师/语言书籍)。因此,在学习非母语的儿童的教育融入问题中,二语(第二语言)知识的提高成为他们完全融入母语社区的真正融合策略,也是实现集体“幸福”过程的前奏,这是共同利益。
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