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My students are Thai and Chinese. I am non-native English speakers.

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My students are Thai and Chinese. I am non-native English speakers.

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All my student are form Italy

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I teach in secondary school in Romania

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In my school, there are many students from different countries such as Korea, German, Russia, Albania, Armania , Iran, Iraq, Moldova and Syria. Sure, mostly we have Turkish students. And also, we have many native teachers :)

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In my school there are many students from different social backgrounds but they are a minority - so we must "search" for them if who realy want to know them.

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All my student are from Albania

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I do not have experience of teaching children. The only experience that i had comes from adults .At the beggining they have a small problem to express theirself but as time pass and see that i accept them they started to feel free and express their opinions.

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I am usually developing the discussion with my students trying to involve everyone, on topics related to the inter-culture. I invite my students to be told by their families the experience lived in their home country, about particular topic, which are then shared with the whole group. In this way we have been conducted research on traditional games of different countries.

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I teach students of pre-schools in Italy. My classes are mixed, my students come from different ethnic groups and different social backgrounds. I have a positive relationship with them and I like my job.

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I teach students of pre-schools in Italy. My classes are mixed, my students come from different ethnic groups and different social backgrounds. I have a positive relationship with them and I like my job.

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I teach primary and secondary level students in Romania. My classes are mixed-ability and my students come from different ethnic groups and different social background. I have a positive relationship with them and I enjoy my work.

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I teach in a Primary School in the middle of Italy and in my classes there are many foreign students .They can speak Italianand try to interact with the other pupils in classroom and also in the everyday life out of the school.

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I teach in a Primary School  in the middle of Italy and in  my classes there are many foreign students .They can speak Italianand try to interact with the other pupils in classroom and also in the everyday life out of the school. 

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I teach in a Primary School  in the middle of Italy and in  my classes there are many foreign students .They can speak Italianand try to interact with the other pupils in classroom and also in the everyday life out of the school. 

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I am usually developing the discussion with my students trying to involve everyone, on topics related to the inter-culture. I invite my students to be told by their families the experience lived in their home country, about particular topic, which are then shared with the whole group. In this way we have been conducted research on traditional games of different countries.

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In my school there are gypsies who have a different living environment .There ralatii friendly and try to do as many activities in which to integrate these copii.Exista sometimes conflicts in which I try to avoid.

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I Work with disabled people over 16 years of age. They are very different from each other, with different perspectives and coming from different backgrounds, with a good performance for me as a teacher and I have managed to obtain positive learning results in which the group spirit is present. I feel very grateful for moments that we / we work / learn / share with each other

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I teach to children from various nationalities.
I have a positive relathionship with them.

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working in a suburb of a big city I have realized that different culture belongs to people of the same ccity as well. Anyway In my class I have students from different social levels, a chinese girl and a rom student, a morachan and an algerian boy. Moreover different religions are in my class. I really stimulate students to thing about their differences and to improve from it in acceting them.

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working in a suburb of a big city I have realized that different culture belongs to people of the same ccity as well. Anyway In my class I have students from different social levels, a chinese girl and a rom student, a morachan and an algerian boy. Moreover different religions are in my class. I really stimulate students to thing about their differences and to improve from it in acceting them.

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I teach to children from various nationalities, chinese, Saint Domingo, romanians, africans ....and also italians. Yes, they are very different and it's beautiful too notice day by day their diversity. As they are 6 years old kids, they don't recognise a lot difference between them, but sometimes it could be seen a little distance. The key-word, anyway, is harmony, and harmony there is, sure.

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in my classroom there is a foreign student.He comes from Albania.Ia cultural background is good:his parenta are very attentive of his education.He is muslim .I and the whole has a good relationship with him.

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I'M TEACH IN A SECOND CLASS OF A PRIMARY SCHOOL. IN MY CLASSROOM THERE ARE 3  FOREIGN STUDENTS:
AN UKRAIN, A THAY AND A MAURITIAN.
I HAVE A POSITIVE RELATIONSHIP WITH THEM AND THEIR PARENTS.

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In my classroom there is a Maroccan student and two Ucraine students. I have a positive relationship with them. They interact with each other very well.

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Hi, I'm Anna and I teach in Naples in a upper secondary school -I'm a special needs teacher . I Work with students who have various disabilitiesIn the school where I work, ITI A. RIGHI ,there are no foreign students

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Here is my Learning Diary

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I teach French in a small town called Artemida. The fact that Greek students but also immigrant students of various backgrounds hold negative views and stereotypes of their foreign classmates certainly does not help their integration and free exression of their identity.

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I teach English in a school which is located in an area with a large Roma/gypsy community. This area is also characterized by microcriminality and unemploiment. On such a difficult background it isn't easy to make all students learn to stay together and gypsy students are sometimes discriminated.

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Most of the students from my school are from gypsies families. Some of the rest of the kids are discriminate them because that's what they heard and seen at home at their parents. We are struggling to integrate them all and to combat discrimination.

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Hi! I'm a teacher of English in a linguistic school. In may classes there are Chinese school. It's very difficult to communicate with them, their mother tongue is Chinese and I speak only English. There is a deeper cultural diverrsity but the students try to cooperate. To start our life school I call the mediatior, I try to create a positive atmosphere but sometimes is very hard. Lucida

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Hi! I'm a teacher of English in a linguistic school. In may classes there are Chinese school. It's very difficult to communicate with them, their mother tongue is Chinese and I speak only English. There is a deeper cultural diverrsity but the students try to cooperate. To start our life school I call the mediatior, I try to create a positive atmosphere but sometimes is very hard. Lucida

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The participants at my training courses are usually aged 18-30, they are youth or social workers and come from all across Europe. Being the topics of my trainings deeply related to migration and multiculturalism, the participants usually already have a strong positive aptitude towards multiculturalism and intercultural dialogue and thus, even if they bring all the different cultures in Europe with them, they are very open to get to know each others' cultural features.

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Hello! I am a teacher of English in a primary school in Pyrgos in Greece. My students are 6-12 years old. There are some Roma students in my classes and a lot of students who were born in Greece and whose parents came to Greece to find a job. There is also a student whose mother tongue is French. There are also some students who lived in villages and recently came to Pyrgos. There is obviously a certain degree of cultural diversity in class. Yet all of the students play together and cooperate with each other.

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Hi, I am a teacher of English language in the Italian upper-secondary school. My students are teens (age 14-19) in a catering school. At the moment I have only a student from Morocco, a 16-year-old girl. She is very shy and cooperates only with female classmates. At the beginning of the current month, I have started a module on Extensive Reading. We are reading “The prince and the pauper” in the classroom. At the end of the module, the students will have to act out a role play; I hope they will succeed in involving the Moroccan student and let her play a part in it. In the same class there is also a female student born from Ukrainian parents, but she is well integrated with Italians, as she behaves like an Italian girl. I wish this course will give me new ideas to boost my teaching resources.

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Hi, I'm a teacher in a classroom of 20 students beetween 11 and 12 years old. They come from different part of Italy and from others countries such as Albania, Romania, Santo Domingo and Marocco. They were born in Italy but they speek others languages in their house with their parents and often they come back in their countries on holidays. So there's is a very multicultural reality and the differents points of view are precious for every dialogue.

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I work at a lower level Secondary School for students with learning problems and/or behavioral problems (students aged 10 - 17). Due to my teaching subject, Physics, I teach in almost all classes. There are some classes without any Germans. Most,, approx. 80%, of the students have migrant heritage: Albania, Serbia, Bulgaria, Macedonia, Kosovo, Greece, Hungry, Romania, Poland, Russia, Iran, Iraq, Afghanistan, Syria, Ghana, Mali, Eritrea, Lebanon, Turkey and many more. Some of them have common languages, however not with me. English is not one of their languages. There is not much help from the parents because they either don't speak German or don't think education is important. Some are here without parents. Working with their social workers has proven to be quite difficult, because they don't have enough time.
I have a relatively good relationship with my students considering that I only see them only one period a week. We have something in common. We are foreigners.

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I work in two middle schools. In Calenzano I teach English as a Foreign Language to a class of pupils aged 11. They are mostly Italian: however, there are also an Indian student and an Albanian student.
In Campi Bisenzio I do not have classes, that is, I teach Italian as a Second Language to Chinese students from different classes. They are about 70 students (aged 11-15), divided into different groups according to age and language level.

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I teach in a Primary School  in the middle of Italy (Molise) In my classes there are 5 students from East Europe(Polland, Romania, Ucraina) China and Switzerland.
They speak a good italian.
There are even some kids with behavioural problems for their familiar backgrounds. They interact with each other because they speak about themselves, their favourite activities during the afternoon (they meet in the center of the village and play togheter). Theachers try to adopt particular strategies creating a collaboration  and a positive atmosphere, use ICT to engage and promote individual learning.

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My students are 8-9 years old. They live in 23 different villages. They have different socio-economic classes. I have refugee students who migrate from Syria. I do not know the language of the Syrian student, so I have difficulty in communication. I tried not to say the words in Arabic and to learn their meanings.

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I'm a Primary teacher and I work in a school near a big city.
In the last years come in the village around the city a lot of foreign families.
This families are from Pakistan, India, China, Marocco with different ideas, religions...
The teachers that work in my school have a very good relationship with this families, and I try to establish an positive relationship whit them. The teachers often call the mediator for the first meeting when the pupils' parents don't speack Italian. This new kids don't play and speak with other pupils; in the first time they stay only with their foreign frinds.

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I teach in a Primary school in which there aren't foreign students even if some kids have behavioural problems for their familiar backgrounds (for example kids of separated parents, kids in extended families, kids whose family has economic problems) This, of course, causes difficulties in the learning abilities. So I try to adopt particular strategies creating a collaboration  and a positive atmosphere in which kids feel part of a group and integrated.

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I teach in a primary school. There is no foreign student. But there are ethnic group arrivals and very different backgrounds.

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I teach in a primary school with a very high number of foreign students. In my current class there are two pupils from Philipines, one from China, two from Sri Lanka and one whose mother is from Romania. They're well integrated and in a positive relationship both with the Italian classmates and the teachers. In the past school years I've had a lot of other pupils coming from diverse cultures, but I've never had any troubles with them. They're very good at Maths but they like also studying Italian and English language. Their families too are interested and involved in their children school activities, in some cases more than the Italian ones. Most of them were born in Italy and they've almost forgotten their mothertongue because they usually speak Italian with their parents, but we often organize festivals and school projects in order to exchange and appreciate the different cultures.

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I am a teacher for primary school. my school are taught in two languages: French and English, and students are part of various multi-ethnic groups and of different social frameworks.

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Most of my students were born in Italy, but few years ago in my classroom there was a boy who came from China. The language was the hardest problem but using some teaching alternative instruments (video; conceptual map bilingual; facilitate dialogue; pictures), I was able to find a best way to communicate with him. The use of different technologic instruments to make easy the lesson and improving  students’ knowledge.

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Sofia, Greece
My students are 6-11 years old. Many of them are immigrants from Albania. They can speak Greek but they have problems in writing. They all have dark hair and skin. In the beginning of the year this was something that other students mentioned a lot. I have a very good relationship with students who came from abroad and I believe that this gives an example to other students.

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i'm a primary teacher and I teach both italian and english language. I believe in the power of etwinning to engage and develop empathy. It's a good opportunity to overtake differences and diversity in class. In my class there are some children from different ethnicity but they were born in Italy so differences are very small.

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I am a support teacher of secondary school level. In classes where I work there aren’t foreign students as there are in other classes. Since often there are cases where I need to replace colleagues absent for various reasons I have often been in a class where there are foreign students.

Especially I got to interact with two Chinese boys, brothers, entered this year, inter alia, school year started. It was not easy to relate the beginning, both for the language and for the way in which they were used to being in the classroom. That is, there was too much noise in our classrooms and in some cases too much clutter. So with a colleague we tried to find a way to communicate with the help of classmates, amazed by this situation. Games, group activities and geographical research has allowed us to find ways to be able to happily spend the rest of the school year. And I must say that it's going pretty well!

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For the last 7-8 years I teach Physics and Chemistry in Laimos Junior and Senior High School, which is situated in the Municipality of Prespa, in the north-western Greece. It is considered an isolated area and most teachers are not willing to work there. The school has about 60-70 students, depending of the year. I teach different lessons to almost all of the classes, from the youngest ones, who have just attended the Junior High School, to the elderly ones, who prepare for the Pan-Hellenic Exams for the Universities and other Academies. Most of them are Greeks or have been born to Greece, yet there are a few migrant students who live in this place for years. Most of their parents are farmers or state employees. Their mother language is usually Greek and almost all of them speak Greek fluently. They also learn foreign languages, English and German. Since they have grown up together they have friendly relationships or they are relatives.  I also think that I have positive relationships with them, despite the fact that I am quite strict sometimes.

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I teach in a Primary School  and in my class there are students from East Europe, North Africa.
They speak a good Italian.At the beginning of the  first class, three years ago, they didn't seem to feel differences with the Italian native students. But now they love to speak about their countries, religions and cultural traditions. It's interesting to organize discussions about different items that arrive daily in school.

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I teach English in a Primary school. I've got only two foreign students that didn't speak Italian at all when they arrived so I'm not really expert. We've got a positive relationship and they are used to collaborate during the lesson expressing their own thoughts and creativities and actually adding to the intercourse. Their backgrounds are mixed but not too different.

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In my school there aren’t many foreign students, the percentage Is really low but, despite this, my students have very different backgrouds. We generally interact keeping in mind that as all human beings we have many differences but these must be seen as occasions.

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I work in two classes (5th grade) in which there a re a lot of foreign students, one is around 50%, in the other one there are 22 students, 7 italians, the rest from other Countries, especially East Europe, but also North and Middle Africa, South America, Middle East, and China.
Most of them are Muslim, or grown by their parents' cultural values, even if they are born in Italy.
Sometimes this difference can be very fun and important for a multcultural prospective, but most o the time is a really hard and challenging situation, due to misunderstanding and difficulties to understand eachother because of the language.
However, the hardest part is dealing with parents: usually absent, not opened to understand what Italian school and culture requires from their kids, unwilling to open up to the teahers, and ready to send their kids back to their counties if they are not good at school (because ofobvious difficulties family won't dela with, or help them with).

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In the school were I work there are los of students coming from abroad and each one of them is different in speaking and understanding our mother tongue. Most of them don't speak English and I use images and drawings to catch their attention. Because of the  high number of migrants in our territory, schools have a help by a specific association that can select people speaking their mother tongue and Italian language, so students spend three or four hours per week to study Italian with them outside of the classroom and we plan special lessons for them. It's very important to promote socialization among students for the everyday language and stranger students learn very fast. Their cultural background is poor and they aren't so different from our students, because they like having mobili phone, using socials and playing, staying together. Relationship with adults are ok but with peers it's harder in some cases because they feel on a side.

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In my first class (6th grade) I have 6 students, 2 of them are from other country, Zaire and Romania. They speak a good italian, and we have a good relationship. In the past I had student from Marocco, south America, Romania, but they always could speak well. Sometimes relation is hard with parents, usually they not think it's important to meet guitar teacher

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Moschoula,Hellas       I am a secondary education teacher in Athens, Hellas. There are students in our school from other countries, but even from the same country, but different areas the culture can be different. 

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Moschoula,Hellas       I am a secondary education teacher in Athens, Hellas. There are students in our school from other countries, but even from the same country, but different areas the culture can be different. 

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One of the subjects I teach is civil education. Trying to explain that upbringing can influence the way you think but each and everyone, in the end, can and should choose their path is a challenge.
I make it my job to know my students and support them in finding their path in life.

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All my students are Italian. Only a child is of Chinese nationality. I have a very positive relationship with him and with his family. He has some difficulty speaking in Italian because with his parents speak in Chinese

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I am a primary school teacher (3rd grade). This year i haven't students from other countries.

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I am a primary school teacher (1st grade) and I have 21 students in my class this year. Students come from many different countries ( Albania, Romania, Nigeria, Moldova, Bangladesh, Syria ) and only 6 of them are Greeks. Most of them are born and grown up in Greece so they understand and communicate in greek language.

Although our students have different cultural backgrounds they have very positive relationships. They cooperate and play together as students from the same country. Of course they may have problems in their school life but they are about situations that we meet in every students' relationship of their age and not their different culture.

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This year I have not foreign students, but in past years in my class there was a student of Bangladsh. She has lived a peaceful year, in fact you remember me and her class mates in a pleasant way.

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I am a secondary school teacher. Many foregneir students attend to courses there. As in Italy education is compulsory until they are 16 years old, their families prefer to enroll them near home, in a high level school, although they don't have a proper use of language or a good knowledge of contents they are expected to start from. We the teachers think we have done a good job when one or two every ten migrant pupils arrives to the last year. I also believe that integration can be defined difficult, because Italy is a southern european country very affected by crisis, so that certain italian pupils show prejudices about their foreigner mates. When teaching, we must fight against intolerance!

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I am a primary teacher. Most of my pupils come from China; their vocabulary is very limited and they usually speak only to other Chinese pupils but they talk to Italians when they need to study with them. I have a positive relationship with them and with their parents. They have many difficulties when they speak Italian but they are really good at math.

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I'm a high school teacher in Athens and I teach greek literature and history. Many of my students are immigrants, especially from Albania, Romania and Poland. Most of these children speak greek fluently, but they have some problems in their vocabulary, especially in writing. We do not have any problems in our relationship with them, nor in the relations between Greek and foreign students.

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I'm a physical education teacher in a Secondary school. My students are 11-13 years old. Most of them are Italian, but there are some come from Romania, Marocco. Some of them born in Italy or arrived when they were 3 or 4 years old. They are well integrated in the group class. The atmosphere is friendly and I have a good relationship whit them and their parents. They collaborate willingly with me and participating all my sporting activities.

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Roberta, Italy            My students come from Eritrea, Romania, Chile, Bosnia, Algeria. They are 14-17 years old: someone came in Italy for the first time to attend the secondary school and someone came in Italy when was kid. I have a positive relationship with them and they interact very well with native Italian but they have any or few contacts outside the school.          

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Roberta, Italy            My students come from Eritrea, Romania, Chile, Bosnia, Algeria. They are 14-17 years old: someone came in Italy for the first time to attend the secondary school and someone came in Italy when was kid. I have a positive relationship with them and they interact very well with native Italian but they have any or few contacts outside the school.          

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Tonia, Italy                Hi, I'm a secondary school teacher. I teach chemistry in a class where there are no foreign students, but in a month some of them will make an exchange with students from other nations. We host in-class students from a multicultural school of the United States

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Tonia, Italy                Hi, I'm a secondary school teacher. I teach chemistry in a class where there are no foreign students, but in a month some of them will make an exchange with students from other nations. We host in-class students from a multicultural school of the United States

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I teach at a secondary school (middle school).
My students are 10-13 years old.Their background is mixed.There are students who have got some aids to carry on their studies and others who need aids but they don't have any.There are clever and skilled foreigners but also disaffected Italian students.I try to create a positive atmosphere in each of my classes let them interact freely with each other.

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I teach to University students, they are all about 22 year old. They come from different countries all over the world and most of them have standard life conditions. I have a positive relationship with them. They talked eachother in English.

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I teach to a small Primary School in North Greece.We have only 110 pupils and the most of them have come from poor backrounds.The most of the puils are greeks but there are also some pupils from Albania.
All teachers trying to build a friendly environment between pupils and we have managed it very well. All children are very good friends greeks and foreigners and this is omething that we work all the time to keep it.

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I teach to primary pupils 6-11 tears old. Their cultural backgroung is often very poor, so all theycan learn is at school. I usually have a good relationship with them, as I try emphathising with them and giving value to their knowledge and experience.

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I work in Primay school with children from 3 to 12 years old. We have different cultures in the classrooms: arabian, african, polisch, ucranian, south amerian, romanian....
This situation makes, sometimes, a little bit difficult the day-by-day work but also enriches our lives.
The relation berween us is mostly good. In our school we have a "Cohesistence Curriculum" and during the scholing we give them some tools in comunication, problem solving or assertiveness.

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I teach at a secondary school. My students are 14- 19 years old, their background is often poor and full of problems, There is a good relationship between them and I have a positive interaction with them

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Marina, Italy             I'm a teacher at primary school. My students are 6-10 years old. In my class the most of pupils are Italian, some come from Pakistan, Morocco, Cina, Serbia, Albania. My students present  diverse linguistic levels and cultural backgrounds. Some of them are second generation, born in Italy or arrived when they were 2 or 3 years old. They attended kindergarten and speak Italian well enough. Some pupils arrived 2 years ago and one Albanian girl some month ago.  My primary school integrate the newly arrived pupils in the class of the same age of mates and organize a literacy italian course of 10 hours during the year with a specialised teacher. Sometime we ask the help the linguistic mediator as a linguistic and cultural support assistant.

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Marina, Italy             I'm a teacher at primary school. My students are 6-10 years old. In my class the most of pupils are Italian, some come from Pakistan, Morocco, Cina, Serbia, Albania. My students present  diverse linguistic levels and cultural backgrounds. Some of them are second generation, born in Italy or arrived when they were 2 or 3 years old. They attended kindergarten and speak Italian well enough. Some pupils arrived 2 years ago and one Albanian girl some month ago.  My primary school integrate the newly arrived pupils in the class of the same age of mates and organize a literacy italian course of 10 hours during the year with a specialised teacher. Sometime we ask the help the linguistic mediator as a linguistic and cultural support assistant.

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I have a positive relationship with them and with their parents. There aren't  interaction problems each other pupils.

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Hello. I teach in a primary school. I have a positive relationship with my students.

In my class there are not foreign students. In my school there some well integrated foreign students.

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My students are 14-18 years old. There are some well-integrated Moroccan students. Religion is often a way to exchange ideas so religious difference doesn’t separate them but it becomes an occasion to discuss and debate. Most of them helps their family in own farms so they are responsible boys. Many families have got economical problems and their background is humble. A small reality where interaction is almost familiar. The atmosphere is friendly and all teachers have a positive relationship with them.

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for working with foreign students. I ahve a positive relationship with my students. Romanian people in an optimist people, warm, talkative and ready to comunicate with everybody, very tolerant, so the students ar very energetic a

I teach students between 11 and 15 years old in a normal Romanian middle school. My speciality is Romanian Language and Literature. They are comming from Romanian families, usualy, but we have also students wich belongs to Huncarian minorities and roma people, but they can speak Romanian language as well as the native Romanian citizens are doing. Recently I have a chineese student  who is difficult to comunicate with, but I try to face this situation and this course is a real oportunity for me to find new strategies for working with foreign students. I have a very good profesional realtionship with my students. Romanian people is a warm, talkative and hospitable people. So the kids ar also comunicative and welocming.

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I work with students aged 14-18, i work with students with a disability inside the classroom. My work is in a vocational education center, generally the pupils are not so good in the study, coming from foreign countries, low level of culture, families with cultural, economic and social problems. I feel so good with them, also if it's very difficu
lt because they have in many cases deep problems and they reflect it in their daily behavior. The most important thing is motivate them and incourage them to think they are able to do. Every classroom is composed by overage 60% of foreign persons.

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In the school where I work, there are several foreign students. In one of my classes there are five from China, Romania, Albania and India. everyone is second-generation foreigners, therefore born in Italy. They are well integrated into the school environment and in the territorial. In these years we have carried out various activities related to language, religion, food and hobbies were and are very interesting because we understand a lot about other cultures. The guys who have more difficulties with the language are Chinese, but engage much ... I think that we would find it difficult to learn Chinese !!

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I teach in a scientific/linguistic lyceum.
In my classes (9) there are some immigrated students. They come from differnt countries like Marocco, Tunisia, Turchia, Romania, Brasile, Moldavia, Polonia...
Most of them are of second generation, only three are in Italy from a couples of year.
They communicate in Italian very well with their classmates and teachers , but they have some difficult using Italian as study language.
I think all my students have different cultural background, not only immigrate students, so I must be respectful and open mindness  with everyone. I would like they think that I care of everyone of them: everyone of them is important for me!
I have a good relationship with them and they collaborate willingly with me.

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I teach in two classes with different ages students: in a class there are children from 5 to 8, with a student from Marocco who lives in Italy for a long time and speaks Italian very well; in the other class, there are students from 9 to 12, with two students from Romania who are in Italy for the first time only from the last October and start understanding and speaking Italian.
There are so two different situations. The first one is the esier situation at the linguistic level, but sometimes complex as regards the cultural aspect. The second one is made more complicated by the linguistic difference, which gradually begins to be exceeded.
My relationship with the students has been very positive from the beginning. The integration of pupils in both cases was quite natural, although there have been critical moments.
About parents, they participate in school life, are interested and concerned about the inclusion of their children in the group class and support their children in work at home, so the relations with the school are positive.

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Teachers must have different approachs with their students, and a specific knowledge to promote institutional interaction to develop culture of diversity in the school. It is most important specially in the secondary school, where students become adults.

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38% of the students in my school are from other countries. Some of them can't speak Italian at all. The most difficult situations are lived from students arrived by boat across the sea. Their background are very diverse and they would require a psychological support along with educational support. Our relationship is very positive, based on respect and their will to learn. The interaction with Italian students is not easy because of the language barrier. Therefore, extra Italian lessons have become a priority.

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I work with students aged 11-14.
In my classes there are students from Albania, Romania, Marocco, Tunisia and China.
Just a few of them were born in Italy and speak Italian fluently. The most of them speak just a little Italian and some others don't speak Italian at all.
I have a good relationship with them  and I try to involve them in all activities during the lesson. Sometimes it is not easy because some of my Chinese students are quite shy.

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The age range of my students is 6-12. Most of them are of Greek nationality, but one-third of them speak another mother tongue at home, namely Albanian, Russian and (more rarely) Arabic. Although I am thought to witness a number of different habits, my students seem to be very well integrated in the school system. However, when the lesson allows it, students bravely put forward different customs, especially when talking about holidays and social events. They all use Greek when interacting with each other. I have a positive relationship with them and I feel lucky that I teach English to them, as it is common ground and a way to overcome any prejudice they might have for one another.
Almost in every Greek school there is a percentage of Albanians and Russians (1st and 2nd generations) , while Egyptians represent a lower ratio. With the recent sociopolitical developments in Syria, it is espected that a percsentage of young Syrians will appear in Greek schools. Children interact successfully and are quite tolerant at that age with one another. There is no language problem hindering peer interaction - second generation pupils are less exposed to such challenges. However when language slips occur on the part of some first generation students, it is silently noticed by the rest of the class. It is mostly games that bring children together , as well as my effort to promote equality and justice among them while I teach.

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I work with pupil aged 6-10 years. Most of them are Italians, but some of them came from Moldavia, Brasil, England. For me and my work their  presence is really opportunities for enrichment because  we can compare our lifestyle with that of their culture.
One of my great commitment is to do everything you can to build a group in which there is respect, friendship, confrontation, mutual aid. I work very much with their family for to have the same educational lines

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In my classes there are pupils from Morocco, Romania, from Bangladesh and Albania. They  have very different background. Some students didn’t know the Italian language. We made a first literacy project we have realized to promote integration. In the  classrooms the teachers  talked about their countries of origin to promote self-esteem and educate other pupils to appreciate cultural diversity. The relationships with my students and their families are very positive, based on reciprocal respect.

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I teach in a classroom with 4 students that come from India and Ucraina. Their cultural background is varied. My relationship is very positive, based on democratic dialogue.

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I work with students aged 14-19 and I teach English language and culture. As a matter of fact, their cultural background is varied. Some of them come from Eastern Europe, some of them come from Syria, Lebanon, Asiatic countries or Latin America. In addition, some of them were born in Italy from foreign parents, some of them migrated to Italy when they were children or young teens. Thus, their attitude to life changes upon numerous factors - whether they are really integrated into the complicated Italian society or not, which language they speak at home, which manners or habits they have and share with the others. I do think it is important to treat all of them with the same respect each students has to have for him/herself, the teachers and the other mates. Moreover, I reckon a great resource is a speaking activity that involves difference and similarities between cultures. They can also be held after the reading a true story. Finally, I personally think understanding cultural diversity can forge the basics for fighting racism and improving the quality of life within a multiracial society.

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In my classes I have few pupils from other countries or that can't speak Italian at all.
But there are some that can understand properly our language so that's a problem for them when they needto study ecause they can't understand and explain 100% the argumets that I asked to do.
I think it's very important to make feel them confident and accepted but above alle helped to face thei difficulties in the right ways and with a good motivation.

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I am working now with students aged 12-14. Three of them come from Albania and it is their first time in Greece except from one. They came here in order to find their parents a job and a better way of living. As a result they do not speak Greek very well having few comprehension problems,though. Generally speaking they are trying too much to understand especially the totally new to them lesson of ancient Greek. However they interact with each other very well without causing problems. They are very willing to learn and I extremely appreciate it. The only notice I could make is that they are a little bit shy something which tends to change with my assistance and classmates' positive behaviour.

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I work with students aged 16-19. As I told earlier I have only a few students with different background other than Finnish. We only have students with Russian or Estonian (neigbour countries) origins and one with Somalian origins at the moment. Some of them speak Finnish just like their Finnish peers but I have one student who has enormous problems with the language so far. Despite this fact he gets on well with many students but some subjects demand a lot of effort for him.

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I'm working with students aged 19-60 in the Academy of Fine Art. Most of them are Italians a 10% comes from other European countries (Erasmus) and from China. We all work together very well. I feel that more spaces and time has to be given to their own culture. So I always find some moments to ask to describe meaning thy give to images and the historical art era we are working on.

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I'm a teacher in the classroom with 17 pupils. They are 10 years old. Eight students are from
Philippines and one is from Bolivia. They don't speak Italian very good.
My relationship is positive, based on respect and dialogue.

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My student are special needs class. In the class are good colleagues.  They struggle to be accepted in school. My job is to prepare them to affirm themselves in school in a positive way. So I do work with projects that include regular classes. They star and invite colleagues to learn from them. I included in eTwinning and the teaching of ICT.
They themselves contribute to everyone's respect for difference.
I prepare activities that make it possible to socialize with other classes.

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in my classes there are some immigrant students. most of them are well integrated because they are born in Italy from immigrant parents. others are new arrived immigrant and find difficult to communicate. I'm trying to establish a positive relationship with all of them

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I have experienced diversity in classes I have taught to but not in a negative way. Children from other countries (Albania, China) have been living in Greece for years, their parents have permanent jobs and as a family they are a natural and vital part of their community. They are friends with native students, take part in cultural events and some of them perform great in school although they may have difficulties with being bilingual.

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I am teacher of classes where different cultural backgrounds meet: my students' families come from Syria, Albania, Turkey, Poland. Some students do not speak very well German, only arab and a little German as they just began to learn. The boys and girls interact friendly, patiently, but also sometimes they do not understand each other's behaviour.

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Hi, I'm working as educator in Lombardia, Italy. In my class there are two students from Philippines. They're integrated with the other students even their Italian isn't very good.

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In my class there are some children from other countries. One is from Romania,an other is from Morocco but they were born in Italy so they learn to speak Italian very well and they are well integrated both in the class and town. Another one is from Colombia and her parents are not well integrated in town because they have prejudice against others and their daughter is the same so she isn't well integrated in the class and is always against schoolmates so there is a bad athmosphere in it.I try to create games or to use technology to link them but it's very difficult

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In my classes are some kids from Albania and some others countries but there are not so many different cultural backgrounds. But I think very soon there are going to be more immigrant students. That is why I attending this course. We, teachers, often tend to forget that every student is unique. I have a positive relationship to most of my students and i try to create an atmosphere that enhance communication and collaboration.

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In each of my classes I have immigrant students, or better their parents are immigrant. The most of my students were born in Italy and they seem to be well integrated in the context where they live. They have good relationship with other students too. These accept them without problems. There aren't differences among immigrant and italian students. But I don't know how immgrant students feel, in the sense that they seem to have the same cultural identity as the Italian, thy have the same interests, they do the same things and so on. In general their culture isn't valorized.

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Giuliana – ItalyAs I mentioned  before in the module 1 starter activity, I am a SEN (special educational needs) teacher of a  high school and in my classes, of about 24 pupils each , there aren’t any foreign students but only some “second-generation” students. One of their parents is Italian and they seem well integrated in our society as they were all  born and grown up  in Italy. As a result, their cultural backgrounds are more or less similar. The differences among them are mainly social and economical. However, our attempt as teachers is always to promote knowledge, understanding and respect for diversity in general.

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Giuliana – ItalyAs I mentioned  before in the module 1 starter activity, I am a SEN (special educational needs) teacher of a  high school and in my classes, of about 24 pupils each , there aren’t any foreign students but only some “second-generation” students. One of their parents is Italian and they seem well integrated in our society as they were all  born and grown up  in Italy. As a result, their cultural backgrounds are more or less similar. The differences among them are mainly social and economical. However, our attempt as teachers is always to promote knowledge, understanding and respect for diversity in general.

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I teach in the north Italy, in Lombardy, the region is rich in immigrants, and my students come from different parts of Europe and also from other continents. Some times I have had to deal with guys who did not know at all the Italian language, we communicated in English or French, with some Chinese students has been difficult because there was no communication languages.

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I have 20 students in my class this year who come from many different countries ( Albania, Romania, India, Georgia, Moldova, Pakistan ) and only 5 of them are Greeks. Most of them are born and grown up in Greece so they understand and communicate in greek language. Others (3 students) are newly arrived so they need more help and encouragement in order to join the rest of the class. However, they don't feel different because they soon  find similarities with other students such as: origin country, difficulty in Greek or how long they are in Greece.
Students have different cultural backgrounds but they have very positive relationships. They cooperate and play together. The only "conflicts", they may have, are about situations that we meet in every students' relationship of their age and not their different culture.

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My students are 14-18 years old. There are some well-integrated Moroccan students. Frequently religion is a way to exchange ideas though religious difference doesn’t separate them but it becomes an occasion to discuss and debate. Most of them helps their family in own farms so they are responsible boys. Many of their families have got many economical problems and their background is humble. A small reality where interaction is almost familiar. The atmosphere is friendly and all teachers have a positive relationship with them.