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Multilingualism is the starting point of my lessons. For the most part of my students the Italian language is completely unknown so at first I used pictured sheets to let them understand the meaning of Italian words or expressions. Then I used to translate into both English and French the previous simple expressions or dialogues. For repetition and learning moments I pushed them to do "role-plays".

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This year I'm teaching both French and English language in secondary and High school classes for adults. A secondary school class is formed by migrants from Morocco, Iraq and Pakistan. Some of them speak English well but not Italian, some other speak Italian but not English. So I use both languages to speak with all of them. This also happens in the class where there  are migrants who Have to learn Italian language. Their level is PreA1 so they are beginners. It's laborious but very interesting to have a such class. We have a good relationship and we have created a very relaxed way to keep on with both teaching and learning activities.

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For teachers who are teaching Italian as L2 I suggest to use "Facile Facile: libro di italiano per studenti stranieri"- Nina Edizioni.
There are books for the following levels: A0, A1, A2 and B1.

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In MY school we always try to realize what prof. Aminian teaches, but it' s not so simple to reach these goals totally even if there are racist people all around. Anyway we will keep on to try because my colleagues and I, we trust in it!

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https://v.gd/bBETplhttps://v.gd/bBETpl

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This video is fantastic. It's a good way to reflect about "diversities" from a general viewpoint. It can help people to compare himself with the other in order to understand or to know different ways to live and to believe in. "What is privilege?", a great way to tell a part of people's lives and experiences.

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I teach in a small town near the sea, Trani. In this town there aren't opeminded people and unfortunately foreign people are seen with curiosity and sometimes with fear. Anyway in my school there's a relaxed atmosphere and a collaborative way to work also in accordance with the associations. For this reason migrants feel better, supported and beloved. In this way in each class we could have created a sense of belonging at first to the little community of the class and then to the larger community represented by the school itself, the associations and their friends or relatives living here for long time.

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My questions:
1) is it good to translate into migrants' second native languages (English and French) every Italian lesson or is it better to use only Italian, their learning language?
2) At the beginning, (for preA1 level), is it good to support their knowledge by reinforcing, step by step, their writing, grammar and oral skills or is it better to focus at first only on oral skills?
3) Some students are used to keep silence during discussion about cultural or habit differences. how can we push them to come out and speak without creating anxiety?

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My experience in organizing lessons in a very diverse class

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My experience in organizing lessons in a very diverse class

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In one of my classes I've this situatiation, that is I've devided my students into two groups: the 1st is formed by foreign people who don't know English language at all; the 2nd group is formed by people whose second speaking language in their countries is English. In the previous group I teach basic grammar with the aim to let them get practice with oral and writing skills by doing simple exercises both written and oral. For students who speak English well I focus my teaching on reinforced their grammar knowledge. Of course both worksheet and grammar forms are different. It's a bit laborious but this teaching way is the only one for me to let my students fill their gaps in this language.

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A video of my school....to Enhance brotherhood 😊 

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A video of my school....to Enhance brotherhood 😊 

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https://m.youtube.com/watch?v=kEEvWcYwiBk&feature=youtu.behttps://m.youtube.com/watch?v=kEEvWcYwiBk&feature=youtu.be https://m.youtube.com/watch?

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Hello to everybody! I'm Monica. I'm from Bari, a city, south Italy. I've been teaching for 17 years. I'm a French language teacher. This year I'm teaching Enghlish language and Italian language to migrants. My school is a school for adults (aged 16 till 50). I decided to do this webinar exeperience because I want to practice English (although I have  a degree in it) and to learn how to plan good lessons for foreign people. I wish you all a happy work!!!!

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MY REFLECTIONS
I agree with Alicia. School is the best educational field where native people and foreign ones can support each other . Besides their diversities can be a good enrichment for all. They can be openminded and can improve their foreign  language skills as well as their knowledge about other cultures and traditions.

It’s true. I always have to think about my personal history and my communication skills.as Erika suggests. In according to which I have to find good tools to use in class as Alicia says: analysis of different countries, comparison of them by highlighting the different points of view as a starting point to reflection. All this to do with videos, many texts or oral presentation about different habits ( this for the first 2 fields Tomislav talks about). Thanks to these descriptions and analysis we can discover the social identity of each one and also the personal background coming out from the education received at home (parental involvement is a key point to understand someone’s behaviour). Step by step it is possible to create a good and a collaborative atmosphere in class to build solid and positive relationships.

http://italianoperstranieri.loescher.it

This website is very good to find worksheets to let migrants improve in Italian language (this year I have preA1 level students). These worksheets are very simple and thanks to pictures and written words they can associate immediately the meaning of both words or Italian expression to learn by heart.

The most important thing is to support students in their willing to share their personal experiences as a starting point of view. Then by this sharing students can explore what intercultural activities mean. That is they use their curiosity to learn other “realities” (refugee story, people living in a country oppressed by war) and to see, finally, these new ways of life as an important enrichment to get better. This synergistic way to study all togheter need respect, openmindedness to realize a full integration. As Erika highlights it is important that students understand the importance to respect different ideas although they cannot share all of them.