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Different models of living & working together in culturally diverse communities                                                                           In my school there is the recognition of equal dignity and respect for different cultural systems present in families of pupils, although prevails the Integration Model during major religious festivity. It isn’t racism among children and there are generally good relations between them. In the meetings with parents we present intercultural education projects that find consensus both among Italians and among foreigners. We could do more to promote other cultures involving the parents in our intercultural projects to raise awareness of their language, their customs and traditions.  There are any signs that bode well in the opening by the Municipality to meetings between citizens with the associations of foreign communities.The most important party that characterizes the school community of San Giovanni in Persiceto (Bologna)is the “Peace party” that has as common denominator the respect for cultural diversity and solidarity among peoples. This festival, that involve all kindergarten and primary school with a demonstration in the main square, is public and parents also participate.In my opinion the Humanistic Participative Model is a goal to be achieved from a review of religious programs and change teaching of religion even better with Philosophy for Children! In Italy there is a strong resistance on these issues and the political will is absent.

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Different models of living & working together in culturally diverse communities                                                                           In my school there is the recognition of equal dignity and respect for different cultural systems present in families of pupils, although prevails the Integration Model during major religious festivity. It isn’t racism among children and there are generally good relations between them. In the meetings with parents we present intercultural education projects that find consensus both among Italians and among foreigners. We could do more to promote other cultures involving the parents in our intercultural projects to raise awareness of their language, their customs and traditions.  There are any signs that bode well in the opening by the Municipality to meetings between citizens with the associations of foreign communities.The most important party that characterizes the school community of San Giovanni in Persiceto (Bologna)is the “Peace party” that has as common denominator the respect for cultural diversity and solidarity among peoples. This festival, that involve all kindergarten and primary school with a demonstration in the main square, is public and parents also participate.In my opinion the Humanistic Participative Model is a goal to be achieved from a review of religious programs and change teaching of religion even better with Philosophy for Children! In Italy there is a strong resistance on these issues and the political will is absent.

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http://learningdesigner.org/viewer.php?uri=/personal/marina.campo/designs/fid/a1494a5f9703463ecb39dec970b866d2afb0464fafaaac72106b7af2fcaa32d1                               Here is the link to my lesson plan       Migrants children’s human rights

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In my class there is a sense of identity and belonging that promotes the acceptance and inclusion of newly arrived children. My colleagues and I realize inclusion projects and we communicate them to parents who collaborate in creating this climate.

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In my class there is a sense of identity and belonging that promotes the acceptance and inclusion of newly arrived children. My colleagues and I realize inclusion projects and we communicate them to parents who collaborate in creating this climate.

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I agree with Erica Hummer on the importance of enhancing the language identity of each child by encouraging the design of their language profile. We value as much as possible the mother tongue, which is closest to the emotions, through which pass all learning. Very important are the multilingual lessons accompanied by non-verbal language, mimic-gestural, drawing-painting, music, dance, to make  understand as much as possible and foster communication on several levels.

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I agree with Erica Hummer on the importance of enhancing the language identity of each child by encouraging the design of their language profile. We value as much as possible the mother tongue, which is closest to the emotions, through which pass all learning. Very important are the multilingual lessons accompanied by non-verbal language, mimic-gestural, drawing-painting, music, dance, to make  understand as much as possible and foster communication on several levels.

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Example activities to develop students' intercultural competence

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Example activities to develop students' intercultural competence

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The two videos have offered many insights on methodological approaches in teaching, such as the use of the theater and the Cooperative-Learning in support of migrant children.

In the narrative of migration for me it has great value the role of the theater, as a representation of reality and fiction, which moves from the real life stories of migrants, their biographies personified by the pupils who undergo interviews by their companions.

A theater which, if well managed and attentive more to the process that enabled to achieve the result, stimulates the identification of the spectators with the actors and promotes the elimination of prejudice and stereotypes. The strategies of the CIRCLE TIME and IMPROVISATION, the use of MASKS let you communicate something of themselves to the other, creates empathy, to activate channels of expression protected, respecting the privacy of everyone, the freedom to say and do not say , to get "naked" only if we want.

The methodology of the Cooperative-Learning has as its main goal to educate to respect others, to dialogue and cooperation; a commitment from the perspective of sustainable development and peace.

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Name of resource

Colorin Colorado - I genitori stranieri raccontano fiabe

Short description of resource

Fiabe dal mondo in lingua originaria e in lingua italiana

Age appropriateness of resource: 5-8 years

http://www.comointercultura.it/documenti/scuola/Insegnanti/ColorinColorado.pdf

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The illustration of the fairy tale

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PROJECT  “THE WORLD IS A FAIRY TALE”

In dicember 2016 Xhesika, a little girl from Albania, joined my class. She didn’t speak Italian at all ; therefore we needed the help of a linguistic mediator; so we submitted inquiry to the social cooperative Consorzio Solco of Imola that works for cultural mediation and literacy of immigrants.

When my collegue Ivana Leopardi and I took contact with the Albanian linguistic mediator, we  thought  an integration project of the newly arrived  pupils in Italy  aimed at our classes 3^B  and 3^C.

This project  enhances the role of the mediator as a cultural support assistant.

Objectives

- Raising awareness towards the values ​​of solidarity.

- Promoting respect, tolerance and mutual understanding.

- Foster a climate of acceptance and integration towards newly arrived pupils.

- Prevent uncomfortable situations.

- Implement strategies to overcome conflicts.

- Build a classroom setting which aims to foster the encounter with other cultures.

- Designing intercultural educational courses aimed at developing knowledge and appreciation of the cultures of other countries.

- Promote an active and constructive dialogue in the comparison between our culture and that of the country of origin of the student entered in the class.

Activity

The educational project activated was in two meetings.

With the support of the Albanian linguistic mediator, Altiona Marqeshi, in the first 2 hours meetings we took care the welcome of Xhesica. Altiona introduced herself and told us that she was 3 years old when she arrived in Italy, during the war in Albania. Now she is 20; she lives in San Giovanni in Persiceto; she studies at the University in Bologna.

She was a great support for us also because she used to attend this school “Quaquarelli”. She learned Italian very fluently, but she still speaks Albanian in her family  and every year in summer she goes to Albania on holiday.

A few weeks before Altiona meet Xhesika’s brother in her rule of mediator in the secondary school of first grade and helped him to integrate. In that period she got to know Xhesica’s family and she created a climate of confidence. She was friendly and encouraged Xhesika to build confidence with the teachers and with the class mates. She gave testimony direct Albanian culture, customs and traditions, tipycal food and money compared with our country. Then, using Internet and LIM, she showed the town of origin of Xhesika, some Albania landscapes and listened to a modern song. At the end of her reportage  we guided conversation and discussion aimed at understanding between pupils, ready to meet the challenges that can be encountered on the opinions about other countries and people.

The second meeting we had about our project took place on 21st February 2017, which is the date of INTERNATIONAL DAY OF MOTHER TONGUE established by UNESCO in 1999 to develop the linguistic and cultural diversity  knowledge and promote multilingual education.

During the second meeting we also proposed reading the fairy tale "The Daughter of the Sun and Moon" in Albanian by Xhesica with the translation in Italian of Altiona. In that way we could compare the two languages. The researched of the key-words of the tale helped pupils to found similar words and understood some rules.

Finally they made the illustration of the fairy tale in sequences with drawings and posters.

At the end of the project the children was very happy and they also expressed a desire to visit Albania in the future. The family of Xhesica thanks for the educational support interventions of teachers and linguistic mediator.

Final thoughts

With this project we encourage children to be thoughtful, tolerant and helpful, treating others with care and respect and to help them to develop a well- rounded understanding of the world.

We are convinced that our mother tongue is a fundamental part of us and of our identity, it expresses our culture, our tradition and our roots and protect our mother tongue means protect ourselves.

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"Talking to someone in a language includes providing access to his brain.
Speak to him in his native language means reaching his heart, "

Nelson Mandela

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My students are 6-10 years old. In my classroom 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.I have a positive relationship with them and with their parents. There aren't  interaction problems each other pupils.

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My students are 6-10 years old. In my classroom 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.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’m Marina Campo.
I teach at the primary school in San Giovanni in Persiceto, a town near Bologna, Italy.
I’ve been teching in primary school for 25 years, 16 years in Pescara, then 2 in Bologna and now here.