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In this video there are a lot of really original ideas about how to integrate students

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I teach, there are many kids from Marrocco.

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Interesting course. I teach primary education, so it is easy for me to develop projects about multicultural diversity.

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I teach,
there are many kids from Romania.

We have special country's day that a student teach us his/her mother language. A teacher has to be prepared and  learn about students

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Bafra Samsun TURKEY
Crouse perfect

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A strategy that I use in my class of Migrants who speak only arabic is to use games, maps, drawing on a particular topic that I manage to introduce with an image or with a short video

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Iuliana, Romania Unfortunately I don't have any experience on these subjects.

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Iuliana, Romania Unfortunately I don't have any experience on these subjects.

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In the school where I teach,
there are many young people from Romania and Albania residing for many years in Italy and fluent in the Italian language. Last year, I happened to have an Arab student and this year an Albanian student who does not speak Italian nor English. In these cases, I try to help them  using computer technology and alongside their students who speak their language and the Italian activating a kind of peer tutoring.

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in the school where i work student are well integrated because if they have som difficoulties with some subjects we are ready to help them with summary in english in a simple way.we ask the help to the families if thei children have some problems.

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I think that the idea of opening the school (both literally and figuratively) to the various cultures and languages present in the area where the school is located, is an important way of helping people and foreign students feel welcome  in a friendly atmosphere.

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I would like to highlight the fact in some countries, many different languages can be found in the same country according to one's tribe or special ethnic group, which is also an added value in the classroom!

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In  the course of the school year I try, with my colleagues, to always create small spaces of encounter with the families of our students, providing them with  a friend you can rely on and that will help them  if necessary, with the indigenous communities. I'm always happy when I have occasion to know uses and customs of peoples so distant from me, especially in recent years, having many Asian students i have discovered this wonderful country. Often i urge to my students to teach me and to classmates songs or proverbs in their lingua.E 'a moment of unparalleled integration.

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In kids classes it's necessary to cooperate with parents or other relatives.We usually contact with parents before courses start and we discuss about their mother language, country, habits etc  and we are somehow prerared. In classes we support communication in mother language and we have special country's day that a student teach us his/her mother language. A teacher has to be prepared and  learn about students  backgrounds and use them as a learning tool. In adult classses we contact with students' friends or relatives before classes started.Adults students are more difficult to "open" so we try, firstly, to connect them through social media and meet their peers  with a "hello in your mother language"!

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I teach my students that knowing several languages is a major asset in order to live in the world today confronting and dialoguing with everyone. In some classes we are trying to learn Arabic and Romanian, as already studying English and French. Some geography lessons we make in English.

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I really enjoyed the videos and I found the second one reallyi inspiring. I specially liked to see the partnership between parents/ community and the school. It was also very good to see that students were motivated to learn and they were supported to celebrate their diversity.

The tips that were given were very good.

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I teach my children that languages are importat to comunicate so i do lessons like peer tutoring to supporte other children

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There are a few students in my class who speak well other languages apart from Romanian. It is not that hard to deal with them because they are willing to learn Romanian and they actually try to teach their colleagues other languages, a thing that really impressed me.

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I taught to students from Albania that shared experiences of school in their own country. Often our students, after coming back from foreign countries, share their experiences

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I have an Egyptian girl. I let her speak her own language in class and she taught Arabic to my students :)

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The videos were interesting  and the speaker are very concerned to empower the bilingual students self confidence. It is also fruitful to open the school to parents and the whole community, It should be like that everywhere, though it rarelly happens !!
I had some foreigners  students in my classes who spent a full school here in our school, They learned italian, but  not always  personalized teaching was provided to them; this is  is a big limit. My colleagues  tried to get the students involved in the lesson,, but  my colleagues'  main mistake was that they did not give enough time and  materials to help the foreigner students.  Unfortunately, having the parents  at  my school is not so easy because  they often do not participate: they say they are not taken into consideration, This is very sad but; on the other hand teachers and the management staff should be trained to deal with foreigners  at school. Finally, the foreigner's language is an important  "tool"  expressing the culture and beliefs ; ignoring  or, worse  discourage students  to use their native language  does not help  integration

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I'm teaching in Turkey and getting the Turkish students to speak in English brings the culture, too. A muslim student speaking English is a great role-model for the community. Although they keep their own culture they may know about other languages and cultures, either. Inviting families to the school can enhance the familiarity for the students who doesn't know each other's background.

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This is the school of dreams! In Italy I believe it is impossible to achieve!

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It’s great allowing parents to become part of the school community and support staff and teachers to work in practice. This collaboration reinforce the leaning process and helps students to be less suspicious. A defining feature to understand multiliguality is the use of visual support in classroom and another important thing is students understand that it’s possible to use their home language and new language L2. I also agree with the choice of bilingual books but I think the collaboration of parents in these spaces it is very difficult!

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Beautiful experience of multilingual school, especially the opening of the school to families.

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In this video there are a lot of really original ideas about how to integrate students. I use some of this ideas:

- home corner in the class

- drama activities

- allowing parents in the school

- learning library with bilingual books for bilingual children

- clarification of expectations in the new environment.

In the afternoon they have extralessons of italian

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When a student doesn't speak Italian teachers usually help him/her to say only a few words. Foreign students have extralessons in the afternoon to learn Italian.

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Unfortunately I don't have any experience on these subjects. So I wasn't able to try out any of these things.

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I used peer tutoring a lot, sometimes I also use simplified texts and glossaries

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I haven't taught any classes of my own yet so I haven't tried any of the ideas. However, at university we will often get the pressentations used from our lecturers.

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hi, I use as a multimedia production tool, such as pieces of films or cartoons which I insert subtitles.

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very useful video, sowing how an organization can be really multicultural and helpful.

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I was really impressed by the video that showed us the wonderful organization   at the multicultural school where everyone could find a piece of his country represented, feeling to be welcomed.
I really think that this is the best example of communicating that each one of us is special and unique with his culture, language and traditions without feeling different.

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I reflect on the need for students to express themselves in their own language. Most of my students are Portuguese and speaks in Portuguese. Often students who do not speak just to be set apart because they can not follow what the teacher says and there is no way to change this.

To see the videos I was honestly shocked by my passivity for those students who do not speak Portuguese. After all, a lot can be done to change the situation.

I loved the video "How to paint your profile language". I was thinking about the amount of information about the students that we can know from that profile.

I was also amazed with the school that presented in the video, very interesting. Thanks. I stay to think of all.

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All pupils in my school speak Greek.However, I found both videos very inspiring. I especially admired the work done at the multicultural school and was impressed to see how engaged the parents were in their children's progress.

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Find out which languages students speak and make them to be proud of their competenses and tell them not to be afraid to speak

Allow students to speak their native language in school

Welcome and embrace diversity

Support students to understand the language of instruction

The teachers should be patient and open to help the students

The teachers should build their students' self confidence

Create relations with parents

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All my kindergarteners speak Romanian and I don’t have children of different nationalities. If it were the case I think I would try to make the child as comfortable as possible by also learning some words from his native language.

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peer tutoring is very important because it's based on real experience and true needs.
Teachers should support the learning process exploiting this resource.

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In the school where I work there are a lot of activities that aim at helping foreign students such as classes of Italian as a 2nd language and we often attend courses that teach us how to help our students. I often ask my students to help each other

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At my school, foreign students have support classes to learn Italian and learn pretty quickly. There is no mediation language like English common to all students and teachers. instead, there is a library with a reading project out loud and I think it would be a Nuon idea to involve foreign parents in the activities of the library. although it is not easy because the parents are busy with their work

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In my group all the children speak Romanian, but some of them who lived in other countries also speak different languages. If they struggle with pronunciation I always help them in a friendly manner and advise children to also help them and not laugh at their mistakes. Also, if they want they can ask me in the language they know because I know some foreign languages and when I tell them this they become more confident.

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I try to support my foreign student in many ways: using English if they can understand it, or asking for help of other students who speak the same language; giving priority to non-verbal activities at the beginning; planning activities based on the peer tutoring; involving students parents to help foreing ones to integrate in the school life and organization.

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I think that the visual policy reflecting the culture of the families in the school is very effective. The Bilingual book are also very effective. I noticed in my school  that it can be a challenge to get parents to attend information evenings or other events. However, parents have given me the greatest insight in relation to teaching their students.

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I had several students from dofferent natioanlities in the past school years- They came to my school to learn Italian though when they arrived they knew no italian word. So I helped them  communicating  in english Language; the problem was when they had to learn some subjects like latin, history, art etc.. My colleagues  worked together to plan elementary level lesson, we also let them use their mobile device for help with words they diid not know. We used  more images than words at the beginning then little by little , when they acquired a certain amoun of italian words  , it became easier  for us to teach them. It was important peer to peer Learning. The  classmates helped these students a lot , This was verygood for our students because they improved their communicative skills in english as well as for the foreigner students.

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The video is very interesting. I think the idea of using teaching tools written in educational languange and mother tongue is useful. Unfortunately this school year Is have a pupil from China who speaks Chinese at home, but he can't write or read it so even if I found teaching materials in English and Chinese he can't understand it... :-(

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I have never had any trouble with language because I teach English and those students from other countries usually also speak it worse or better, so we always manage to get along.

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We haven't students that can't speak Italian. My only problem is with English!

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All kids in our school has Hungarian as a native language. Anyway watching that video of the multilingual school was amazing and inspiring!

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In my school all the students  speak Italian, sometimes we have multi or bilingualism. But I know that it could be hard, for a pupil that do not speak Italian, communicate or understand a lesson. So the role of the teacher is really important. (paintings, gestures...)

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Normally I don't have problems related to the language because my school students speak Italian pretty well, living in Italy for many years or even they were born here. Now it's still rare to find students who don't speak Italian at all, although I think that soon things will change with the new waves of refugees. In any case, for foreign students or who have some difficulties with Italian language, school organizes special courses extra school time.
I liked very much the example set by the multicultural school, in the second video, especially with regard to the involvement of families in school activities.

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We don't have any student in our school who doesn't speak German but I know other schools that have special German as a foreign language classses. It's hard for secondary students to understand at least the instructions.

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I am teaching i a  secondary school and this form is not included in compulsory education. Students who don't speak german are not "regular" students. I am supporting them with extra lessons for german language and we force the students sitting beside them to help them.

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We develope some games Different but the equal or the same, and students learn to appreciate the values.

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Unfortunately I never had the opportunity to find within my class that pupils did not know our language.
Despite this, after I found their knowledge of languages, I think that I would start providing a translated list of essential words for their basic needs, I would give simplified texts, using peer tutoring to help them acquire language skills faster.

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I never contacted with a student who only speak their native language.

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I don't have sts who don't speak Italian at the moment. So this year, celebrating the European Day of Languages, I asked all the sts have another mother tongue to tell us some words in their language with the idea of letting all the others realize that in the world there are many more languages than they might imagine. The activity was really nice, it worked out really well and all the sts were curious and asked for more words and expressions from their mates.

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At the beginning of the year peer tutoring is my favourite idea and any effort made and help given are always taken into account during the assessment of each student.

Moreover during classes I prefer to use multimedia materials, maps, pictures instead of books.

When we're using books I support students with schemes, maps, key words often created by mother tongue students from the same class.

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The child should feel safe and secure at the school. His parents should be calm about it. Very often, when a child does not speak Bulgarian, but does not understand what's going on in class, he becomes boring to him and began to spin disturbing other children. Sometimes it becomes aggressive and that others do not understand him. This already gives rise to behavioral problems.

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It is really important that both children and their family feel that they are accepted by the school community for what they really are. This is why school should reinforce children with different first languages by organizing classes of mother tongue learning but also classes for their parents so that they can also learn the local language and generally engage them in school's activities. Furthermore it is necessary to recognize the different language inside the class during the learning process so that the other children can also meet the different languages of their classmates since they consider part of their identity and culture.

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What we saw in the documentary "The Multilingual School" is exactly what most of the education realities should be like in Europe and in the world. The activities they are developing contribute to create this amazing sense of "intercultural and international" school environment where everyone is invited not only to show his/her own culture of origin, but he's encouraged to know more about other people's lifestyle and traditions. The main point of this revolutionary approach is that every new student will find a naturally open environment where he can feel welcomed since the beginning. One of the most controversial situations in schools with not so many pupils coming from other countries, is that they will initially be considered as "the different ones" (because they are few individuals) and just later the activities in the classroom will try to cancel this "negative" first approach.

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As a kindergarten teacher I can say that foreign kids who don’t speak Italian have never really met many problems, since their ability to learn the language is very fast at this early stage.  One of the most important thing to do is to facilitate their relationship with other kids, starting from a small group in order for them not to feel lost in the bigger one. In a small group (2,3 kids) they generally tend to cooperate/play  despite the language barrier and such cooperation becomes occasion for peer-tutoring/teaching,  a first step towards wider interactions which easily lead to language acquisition.

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I have also used other children with the same origin as translators in the classroom when the newly arrived child cannot communicate with me. This is good because we all listen to the translation in the language of origin so the students get used to hearing other languages at school.

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I teach in primary school and when a child does not speak Italian and fits in the first class is easier to add it in the linguistic context. If children play together and are involved in activities at school they learn the Italian language, even if the language level is naturally lower. When a child goes to school in the upper classes you are needed tutoring gda part of a partner and the teacher arranges activities for linguistic recovery using ICT and involvement of fun games.

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I think we would all desire a multilingual school,  but I am afraid this is very hard to realise, particularly where I live and teach. Yet, this does not prevent me from always trying to spur my students and to suggest them keep their cultural identity alive. To this purpose I often ask them to design Power Point Presentations or similar activities about their countries of origin in order to help their classmates get a better understanding of their culture, traditions and the life they were used to before moving to Italy.

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For the time being, I don't have kids who can't speak at all the language of my country. I teach high school kids who have already learnt Italian at previous stages.  However, I understand the value of the strategies employed at  the English Multicultural School and I find most of them highly suitable to any kind of personalized learning: teacher modeling, peer modeling, body language, visual support; open door policy for families; displays; work embedded in a context kids can understand: role play, drama, etc

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For students whose mother language is not Portuguese, the school provides extra individual lessons tailored to their needs and if that’s the case, when there are exams, they are entitled to different exams. As our classes are always between 25-30 sts and there are always goals to be achieved, syllabi to be completed and so on, teachers can’t provide much individual support. When those extra lessons aren’t enough, there is also a tutoring programme that may include teachers and classmates, too.

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I don't have too many years in schools but what i normally do is doing a lot od speking, with some visual support and at the end a worksheet or mini dossier with the text we have talked about. With young learns its more dynamic, i use songs, games, etc.

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Few of my students have parents who come from other countries (Albania, Romania, Russia, etc). These students were born and grew up in Greece and speak Greek fluently. So, I don’t have much experience with language problems. However, I think it is important to be prepared for these situations and I have found the videos very interesting.

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I usually give simplified texts and worksheets, a vocab list with translations and I used peer tutoring to help newly arrived students.

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I teach geography at the upper secondary school level and last school year I had two chineese newly arrived students who speak some italian. I used to give them some simplified visual material on the same content we cover in class and, of course, they were allowded to use the dictionary. Sometimes I planned different group activities so, while other students were doing thier tasks, I could help them personally. Moreover, peer tutoring can be very effective in developing social relationships with classmates and explaining some words meaning or concepts. In spite of these supporting language of instruction activities I have not found yet significant ways to involve non italian native speakers in showing and teaching something of their language or culture to the rest of the class, besides extemporaneous oral moments of dialogue.

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As I am working in high school and we still do not have students that do not speak Croatian language (for this school year some elementary schools got migrants children who start to learn language in camps and some of them successfuly passed preliminary exams. Good idea is to teach tehm language through drama games that involves some frases in the language of the county that host them.

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As a result of my personal experience, I don't think we really support multilingualism and multiculturalism in our schools. I'm quite sure often don't know what native languages our foreign students speak, or if they still know their parents' native language in case they were actually born in Italy (second generation). We certainly do something to help them learn Italian, and we are probably more successful when they enter the school at an early age; we also implement some activities where these students are encouraged to talk about their culture, their counties of origin, their language, but these activities are not really integrated in the curriculum: they are isolated moments rather than a way of being at school, and building school together. Moreover, we don't have teachers speaking other languages - or very few, as far as I know - most of our teachers are monolingual (Italian, and some school memory of English or French) and they seem to think they have no time to lose with students who don't understand what they are saying/expalining.The formal support to help these students to understand the language of instruction consists of a bunch of lessons of Italian as a second Language - but they are too few lessons ( there's no money), and they are often carried out by teachers of Italian, who actually have no specific competence in "teaching languages". The result is that these students stand behind, they are often labelled as 'slow' or having some learning difficulties, and their achievement are below the required standard.

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All the ideas presented here are very important  and thanks a lot !  The language situation is also diverse, since the ethnic groups have different languages. In Georgia there are Kartvelian, Indo-European, Turkish, etc. languages spread throughout the country.  The Georgian language is official language in whole Georgian territory.  At Georgian schools the medium of instruction is one and the same language (Georgian); foreign language is taught as a subject; One is the medium of instruction at Russian, Armenian, Azerbaijani and Ossetian schools – state language is taught as a subject like other (foreign) languages.

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Supplementary education in school and out of school which includes help with homework, language learning (including mother tongue learning), and mentoring during activities

Immersion in mainstream classrooms with support from specialists and with teachers who have the competences and experience to tailor teaching to children in the class without the same level of competency in the language of instruction

Engaging parents in the school’s activities and their children’s education.

Developing their mother tongue competences.​

Establish language simplification in assessment tests.

Train staff in reception centers/schools to use good assessment methods which cover language as well as other subject competences.

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It's so important to cherish one's ability to communicate in different languages. And it's such a pity that schools only communicate in one language, towards parents.
Great example, this elementary school in the video. Thanks!

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Support teacher is important, as well as family support  to promote bilingual literacy.

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I am a teacher in Vienna and we always have a lot of students arrive at our school without speaking German. I am still new at teaching, so I find it quite challenging and I am happy to learn more how to support the students with different first languages.

What I already do is, that I try to use the help of peers, that I let them use their mobile phones to translate, that I encourage all of my students to use their first languages, that I encourage them to talk about a topic in their first language before they try to find the words in English, etc.

I liked the idea of "open schools for communities"! Nice food for thought!

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it is important to give support to students who are new in a foreign country especially the first two years they are integrated at school

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Throughout my teaching experience I haven’t met any foreign student that doesn’t speak Greek at all. However, I found really interesting and effective the visual support the multilingual school provides to foreign students, especially in the beginning of their school years.

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Very interesting ideas especially from multilingual schools. Actually, I believe that practicing multilingualism at school is not as feasible in every context; it may depend on the singe school, the presence of students with foreign background, the geographical area, the political approach towards integration. In Italy is quite difficult to practice any form of bi - multilingualism, since the society is not very open to that.

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These ideas are very interesting but I have not had enough experience with students with different first languages to contribute any tried-and-true ideas. At the moment , as I said, my students are born in Italy and they've learned Italian during kindergarten school.

I'm trying to use their own mother tongue languages , and your suggestions are very important and useful.
In the last years we use drama and theatre to improve Italian and introduce words from other languages.

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It is very important to support studens with different first language as Erica explains to the video below. I have no experience of this kind in my school. As for now in my language classes even students who are from other countries speak Greek well as they live in Greece for many years.

The multilingual school sounds to me very interesting and challenging as well.

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I have to admit to being an advantage because I teach Music. Supporting students with different first languages is easier: Music is an universal language!!
My little experience in multicultural classes  to communicate and to undertake a study path the Music it was a useful approach.

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2.2 Supporting students with different first languages

This is the real challenge I have to face everyday. We have at least two new foreign students in each class and they speak only few Italian words. We are lucky if they are in a class where a pupil can translate for them our instructions. Anyway we try not to let them talk their native language, maybe because WE are afraid of what we don’t know and then we can’t control. For the first time I’m aware this is not fair and that I could make an effort to trust them. This course has given me new ideas to review a very common  attitude and I’m feeling enthusiastic about the possibility of a Multilingual School as I watched in the video. I loved the walls, the ceiling, the rooms of that building: no white space was left! A warm welcome to everybody: teachers, students and families.

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These ideas are very interesting and I have to admit I have not had enough experience with students with different first languages to contribute any tried-and-true ideas. One thing that comes to mind is music: because it can be easier to imitate the sounds of another language through songs, it could be a fun idea to celebrate their native language by asking them to choose a song, find the lyrics, use a program to translate it and find the video. Their classmates can learn at least the refrain and have fun making these different sounds, and the EAL student can feel that great feeling of competence and of teaching something to the class.

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All the ideas presented on the videos were great. I always support my students with different first languages and try to make them an equal part in the class with the native ones. We have decided to create a digital foreign dictionary with the main words and phrases and some times - as a game - I let the students to communicate in a different language. It seems difficult but I'm satisfied to see them happy trying to do something like that. Using their blog, I encourage them to update short stories translated in their first language and help the Greek students to do the same on their own blog. The main purpose is that all cultures and languages are equal and important wherever the students are.

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I would like to support my students speaking other languages but the main problem is that in my country there isn't multilingualism, so it is very difficult to find a bilingual or trilingual person. 

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I would like to support my students speaking other languages but the main problem is that in my country there isn't multilingualism, so it is very difficult to find a bilingual or trilingual person. 

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Fantastic ideas and activities!!

I do organize with children the supermarket and the fashion day so that they may use English practically and I do organize the languages day where every child bring at home a new word in their own language or in the language they choose.

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All ideas are great. When I was working in my first school the EAL was developed fantastically. The bilingual books were available to students, there were plenty of games that encouraged speaking English. As I mentioned in my previous post in the previous unit the students were always put in mixed nationalities groups. This encouraged them to speak English, obviously it started with single words that eventually evolved in sentences and then in a conversation.
It is a great idea that students can use their own language at the beginning to write the answer or response to teacher's instructions/question. I use Google Translator quite a lot in my current school, and let my students to answer in their own language and then translate it into English at home as homework. I also provide them with basic words booklet and encourage them to teach parents and they can learn at the same time.
My current plan is to start English lessons for parents to help them to communicate with the school and their daily life. Hopefully it will go to the plan and the school agrees with me :-)
Very often there are brilliant ideas but unfortunately lack of time doesn’t allow us to get on with them :-(

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I found really interesting the video of the multilingual school. They create first of all a positive climate for children involving parents and dressing the rooms with objects and stuff coming from the countries where the children are from. In this kind of positive climate the children feel comfortable as they were home. They are supported not only by their teachers but also by their parents which are a part of the staff. In addiction children are allowed to speak their native languages which are not banned but considered as important as their own languages. They can ask their parents to be helped in translating difficult words as they learn together the same language. It is not only an interesting experiment but it is really how school has to be.

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I agree with the instructors that it is important to utilize the full range of a student's competence in linguistics in the classrooms. Students should be allowed to use technology in the classroom to look up topics that they don't know or must do research on and communicate with other students that speak their native language as a means of understanding a topic in depth. However, I do not think that teachers should go out of their way to tailor lessons towards a classroom with a majority of the students that speak a certain language, or deviate too far from the language of instruction as this may not be as useful to the students as they progress through their academic careers, or when they attempt to find employment in the immediate area and communities.

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I read carefully the suggestions of many colleagues and saw with interest the proposed video. I do not have the opportunity at this time to implement any suggestions as I have no foreign pupils in my class. I treasure every suggestion. The use of TIC for intercultural believe is an added value

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Patrizia Ceccarini, San Mauro Pascoli, Italy

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Patrizia Ceccarini, San Mauro Pascoli, Italy

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In my school, there is a Chinese cultural mediator who helps students in the study or oral disciplines like Story, Geography, Italian. His work is limited in time and it's funded by the municipality: if the municipality can,'t afford the course, the students are without this opportunity. So, there is no multiculturality programming long-term.

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The best example I can share with my peers in this padlet is the one of my own children. We are a Portuguese family that came to live in Belgium when my two sons were 16 and 10 years old. They went to the European School, in Mol. They both went to Secondary where no Portuguese section existed. My eldest son could speak a little of English, so he was included in this language class. My youngest son was included in the French class because the only Portuguese speaking student, in his grade, was from this class. He couldn't speak a word of French...The only subject they had in their mother language was Portuguese. All the other academic subjects were in their class language. The school provided both of my sons with a second language (English, or French and a 3rd language (Dutch). In the beginning, some teachers allowed them to make their tests in Portuguese, which were reviewed with the help of the Portuguese teacher.  I thought I was asking too much of my children and we were making a huge mistake. It came out that they both made their Baccalaureate in English and were well succeeded in school. The strategies used by the school at their arrival together with the diversity of friends they made along their academic journey were fundamental for their adjustment, inclusion and participation in the community life, in and out of school.

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Before implementing any of the above ideas in my classes, I make crystal clear to my foreign students that there are no superior and inferior languages and cultures. All languages and cultures are / should be equally valued and appreciated by everybody. For that reason I encourage them to use their mother tongue when needed.
As for the tips I use, I create a 'Culture Corner' where students can bring items/mementos of their countries pertinent to their civilisation. I also create a 'scrapbook' which could serve as a dictionary. Finally, I try to engage them in story-telling.The myths and legends from other cultures are always a strong pole of interest.

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I think there is a very interesting approach in this video.
In Italy is very important the intercultural theme as it is a frontier country but in the secondary school the parents aren’t so involved. Often they are considered a problem because the pupils speak their original languages at home as their mothers, in particular, don’t speak Italian and according to their social rules they have to concern about domestic tasks.
So even if many cities have language courses, many foreign people don’t attend them.

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I really enjoyed both videos but the second one was very inspiring. I specially liked to see the partnership between parents/ community and the school. The school where I’d worked up to now don’t usually work as closely as this school does. It was also very good to see that students were motivated to learn and they were supported to celebrate their diversity.

The tips that were given were very good. The materials that I normally use (and that were also referred in the video) are the bilingual books. If my students want to, they can take a story book home and read it with their parents.