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Hello everyone! I’m Maria Intrieri, a teacher of Art in a  secondary school. I live and work in Rome and the school where I teach is in a semi-central area of the city. The presence of non-Italian speaking or second-generation Italian students is now a reality in Italian schools and so in my own. Migrants present in the reality I live are not refugees but looking for work. Some have their families present for several years, others just arrived. The nationalities are the most varied: Chinese, North African, Ceylonese, Indians, Rumanians, Albanians, Macedonians. Their age ranges from 11 to thirteen. Background images refer to my school.

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The Learning Objectives for this module are:

1. Understand the general organizational models of integrating newly arrived migrant students in schools

2. Understand how school structures and management are important factors for the successful integration of newly arrived migrant students

3. Develop some ideas on how to create a welcoming and safe environment at school for newly arrived migrant students

Identify who inside and outside your school you can work with to support the integration of newly arrived migrant students

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How not to agree with Hans Anand Pant? "Participating organizations" are the only ones that have a chance of success when there are several actors with different roles and goals and so on in the school. It is a practice that for example in the residential architecture world (I have an architect's background) has had its results, Giancarlo De Carlo docet. I therefore believe that the school should also be confronted with the representatives / mediators of the various affluent cultures in order to plan effective strategies. I also share the opinion of Melanie Weber when she states that "there is no ready-made plan suitable for all Students "and therefore also in multilingual inclusion there is a need for individualized strategic plans. But is the school (at least Italian) always ready to open the debate? Are always leadership, teachers so open to welcoming external realities that support their work? Whether for economic reasons or for fear of ‘invasion of the field’, this often does not happen. Perhaps there is a need to change mentality and form internal actors first and then open a dialogue.

https://youtu.be/qDfqFbJznYc

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1.2	Meeting the needs of newly arrived migrant students at school 

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1.2	Meeting the needs of newly arrived migrant students at school 

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The Italian situation and therefore what I have experienced is very varied. There are schools where relationships with external support associations (such as Focus-House of Social Rights in Rome) have been established that organize language courses during school time to facilitate faster integration of  migrants children. There are also other schools where we are entrusted with the mutual assistance of colleagues in the various subjects, as it is happening this year to me. In these latter cases it may happen that some foreign students, having no, as a L2 teacher, a language teacher available, do not rely on the skills of the latter, ignoring that the foreign language (see CLIL) can be carried by any teacher who has followed a L2 course declined for own discipline, as the undersigned. This year I am following, among others, an Egyptian student who was initially very motivated to learn Italian, but lately (for family reasons and little commitment on his part) he questions my language competence by forcing me and the Italian curricular teacher at a double job. So beyond the 'classic' issues common to all, often there are also walls facing those who, in other situations, are claiming the abolition of those of others.
I also met students in need of primary care: a Chinese girl or a Romanian kid left to themselves, inadequately dressed in winter and with few food. In these cases I handcuffed my purse and paid for the snack. Often then there are also opposing attitudes, as in the case of another Chinese student I'm following: he just arrived from China where he seems to be a bad student, he has reached here in Rome the rest of the family who asked to put him in our school as a listener because it's too late to sign up normally. His attitude is of total disinterest, he does not speak even with his Chinese counterpart who speaks Italian very well too,  and kindly lends himself as a translator. Actually trying to work with him for a few hours, I realized that he knows Italian more than he wants to believe, but stumbles in a disarming mutism.

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In my school, the problem is faced with internal resources. For example, I have attended an L2 course and I have available part of my teaching time-table to devote myself to non-Italian speaking  students. The latter, in addition to following some Italian lessons with me, for the rest of the hours follow the lessons with the rest of the class. It’s possible to say that my school adopts the 'integration' model.

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1.4	Organising support within & outside of school

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1.4	Organising support within & outside of school

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The support offered in my school consists mostly in physical spaces (small classrooms where it is possible to teach Italian to immigrant children) with internet and personal computers. Unfortunately my school does not foresee a pre-established timetable for parallel lessons for small groups of L2 and this I consider to be a major handicap. There is no way to develop a coherent program and to be able to complete it. Here is what I would like, a schedule of school hours where you can expect fixed days on fixed days to devote to the teaching of the Italian for foreign children.

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1.5 Example of a community-based project  

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1.5 Example of a community-based project  

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The ideas are many, the problem is to be able to realize them within a still slightly sclerotized school reality. For example, make illustrated books devoted to the world of cooking in the various countries of origin of students in a class who also includes young immigrants. Or books devoted to proverbs around the world, religions but told by kids, popular dances, traditions ... These are accomplishments that could involve parents, brokers, neighborhood communities. Each of these projects could be organized in laboratory mode, perhaps in extracurricular hours, in spaces provided by the same school.