Transcript Diapositiva 1

Presentazione a cura di
Paola Pagliara
Docente presso IPSSCT Elsa Morante
FOREIGN
STUDENTS
between L2 and
INTEGRATION
Being righteous means
giving everyone what
they need "to be fair we
should treat them
differently"
The theme of INTEGRATION represents a foundamental pillar
of the study plan of the Istitute ELSA MORANTE.
Great attention is given to this theme.
Integration involves especially:
• STUDENTS WITH DISABILITIES
• STUDENTS WITH LEARNING DISABILITIES (L.D.).
• FOREIGN STUDENTS (who have recently arrived).
Often these students, that represent the most vulnerable
segment, require
ADJUSTMENTS OF THE STUDY PLAN and METHODOLOGICAL
VARIATIONS.
NON ITALIAN SPEAKER STUDENT
• In order to defining the competence level of nonItalian-speaker student it is necessary to take
into account a very important element which is
his level of Italian Language knowledge.
• Keep in mind that it is an L2 type of Italian
language learning.
• At the beginning the student is in a phase of
INTERLINGUA. The language spoken initially by
the student is a REGULAR AND AUTHONOMOUS
LANGUAGE SYSTEM and NOT a MISTAKES
SYSTEM.
• An useful tool to monitor closely the
progresses of learning is the COMMON
EUROPEAN FRAMEWORK for all languages. It
is divided in LEVELS like:
A1-A2; B1-B2; C1-C2.
• Common European Framework is used
especially for the admission test and for
testing during the L2 literacy courses.
To get an idea of the TIME required for different
learning processes it is useful look up at this
TABLE.
PHASES
OBJECTIVES
LENGTH
INITIAL: A1- A2
BASIC
INTERPERSONAL
COMMUNICATION.
THREE or FOUR
MONTHS
SECOND PHASE:
A2- B1
BASIC
INTERPERSONAL
COMMUNICATION.
COMPLETE FIRST YEAR
DEDICATED TIMES
8-10 HOURS WEEKLY
6 HOURS WEEKLY
A LANGUAGE TO
COMMUNICATE
ITALIAN LANGUAGE
FOR STUDY
PHASE OF
FACILITATION
EFFECTIVE AND
EFFICIENT
COMMUNICATION
LINGUISTIC
CURRICULUM
LEARNING
B 1- B2
LANGUAGE FOR
STUDYING
SECOND YEAR
NEEDS AT THE BASE
OUR SCHOOL
• ALL LEARNING ACTIONS CARRIED OUT FOR HELPING NON-ITALIANSPEAKER-STUDENTS REFER TO SOME OF THE MAIN NORMATIVE
REFERENCES SUMMARIZED BELOW
•
•
•
•
•
•
L. 517/AGOSTO 1977
DPR n.275/1999 art.4
Art.n. 45 del DPR n. 394 of 31/08/1999, paragraph 4
L.53/03, art. 3
“Guide lines” of MIUR, February 2006
Coordination with existing rules for pupil assessment and more
detailed rules on the subject, in accordance with Articles 2 and 3 of
the Law of 1 September 2008, No 137, converted with amendments
into law October 30, 2008, No 169, Art. 1 paragraph 9.
PRINCIPAL ACTIONS
• These are the actions that are traditionally implemented
in the Institute Elsa Morante:
• Welcoming foreign students, recently or very recently
arrived.
• Welcoming foreign students which arrived during the
school year.
• Admission tests observing the real competence levels of all
students placed between A1 and B2 of the European frame
work.
• Italian language Literacy courses as L2. Language
enhancement to communicate.
• Courses to strengthen language learning aimed to the knowledge of
specific language for each discipline, and thereby fostering the
transition from a language to communicate to a language to study.
• Personalization of the learning activity in all disciplines, with a large
and continuous involvement of the Class Council also in order to
ensure the success of training and fighting against early school
failure.
• Evaluation of L2 courses and of all curriculum disciplines in
summative and not certifying terms. The evaluation should also
take into account the skills in terms of KNOW-HOW, as well as of
the cross-cutting objectives.
• Implementation of activities that promote knowledge exchange,
acceptance of different cultural styles that lead students to consider
diversity as a value (theatre plays, short films).
• Please note that ALL TEACHERS, regardless of
the taught subject, are required to
implement educational strategies to help
ensure the educational success of all students
and to undertake a proper evaluation as a
final process of this educational path.
MATERIALS: the following file will be delivered
to the coordinator of each Class Council (CC) :
“GUIDELINES” FOR DEALING PROPERLY WITH THE FOREIGN STUDENTS IN
THEIR CLASS REGARDLESS OF THE TAUGHT SUBJECT.
These tips, tricks, approach techniques stress that the presence of foreign
students in a class requires special operating mode, as "special" is the
condition of the foreign student, especially if he/she has been in Italy for
only a few years. All teachers within the CC, (if and when the necessity
arises) shall, through a PERSONALIZATION of TRAINING PATHS, adapt
their teaching, individualized and adapted to the real needs of the
students who does not speak Italian. Intercultural education should be
regarded not as an additional discipline, but as a transversal dimension
that relates to a form of cultural pluralism, which should belong to all
academic staff, and will promote the acquisition of citizenship for all
students .
• In this regard, we should focus on the
discourse of the PERSONALIZATION of
learning paths to be able to achieve a uniform
EVALUATION. The assessment, in fact, as we
know, is the final process that "passes"
through the content acquisition, it needs to be
normative and it must focus on the acquisition
of skills more in terms of know-how than
simple knowledge.
COMMUNICATION:
• Speak slow, emphasizing the keyword using the tone of voice.
• Use short statements (subject, predicate, complement).
• Use the verbs at the indicative (present, past tense, future tense)
• Avoid using too many pronouns and impersonal forms.
• Provide information in logical and chronological order.
• Read several times the requirements of the exercises.
• Oral tests are preferred, giving the possibility to consult summary diagrams.
• Program the tests to avoid the overlapping of multiple tests.
• Formulate short sentences and avoid dictation.
• Submit short articles to read.
• Use the basic vocabulary only.
• Repeat often the keywords, showing it clearly also in writing.
• Use, when possible, audio-visual instruments, computers…
• Evaluate the foreign student taking into account its difficulties, stressing the
"success" rather than the failures.
The personalized education plan is composed of two parts:
• PART ONE: IT'S A FIRST DETECTION OF SKILLS THAT THE
INTERCULTURAL COMMISSION DOES AFTER RECEIVING THE
TEST FROM THE STUDENT.
• PART TWO: THIS MEANS ADJUSTMENTS TO THE STUDY PLAN
IMPLEMENTED BY EACH TEACHER, IF THE NEED ARISES, WITH
AN INDICATION OF THE DISCIPLINARY CONTENT,
METHODOLOGICAL PROPOSALS AND EVALUATION
MODALITIES.
Istituto Professionale di Stato per i Servizi Commerciali e Turistici
“ELSA MORANTE”
41049 SASSUOLO (Modena)
Via F. Selmi, 16 - ' (0536) 88.11.62 - 88.10.31 - Fax (0536) 87.02.25 Tax Code 93004140369
email [email protected] Web
www.elsamorante.it
PERSONAL EDUCATION PLAN FOR NON ITALIAN SPEAKER STUDENT
S.Y.______________
FIRST PART
Surname and name ……………………………………………
Class …………………………
Place and date of birth ……………………………………..
Mother tongue ……………………………………..
Other languages ………………………………
Number years passed in Italy until now …………
Any Italian course attended in Italy and its duration ……………….
Previous school career
abroad: num. years………………………..
in Italy: num. years……
Schools attended …………………………
qualifications ……………….
TEACHER……………………………………………………..
TEACHING MATTERS …………………………………
Disciplinary, methodological proposals, content, evaluation.
CONTENTS:
1. Adaptations of the work plan
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Definition of objectives
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Replacement or supplementary topics
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Using simplified text and / or benefits support
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Other
_____________________________________________________
_____________________________________________________
PROPOSED METHODOLOGY. Indicate from the list below, those that are
considered the most appropriate and effective measures to
improve the learning of their discipline.
1. Use of laboratories.
2. Using oral and written texts adapted and simplified.
3. Using tools such as diagrams, tables, graphs, images, concept
maps ... ..
4. Other
EVALUATION. Indicate the main mode of assessment.
1. Oral exam.
2. Written tests.
3. Trials with: “true/false”- multiple-choice completion
4. More time for inspections.
5. Other……………………………………………………………………
ASSESSMENT ON CROSS-CUTTING OBJECTIVES
(Use: inadequate - partly adequate - adequate)
1.
Commitment
2.
Compliance issues
3.
Participation
4.
Socialization
5.
………………..