RT Journal Article
T1 The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools
A1 Agnese Chiofalo, Tommasa
A1 Fernández Martínez, María Mar
A1 Luque de la Rosa, Antonio
A1 Carrión Martínez, José Juan
AB Background: The purpose of this research is to analyze the perception of teachers andtheir thinking about two specific and functional issues which are often deemed to be controversial,that is, the acquisition, by recently arrived migrant students of the host language and the role thatthe professional services of a cultural mediator may have in said school context. The methodologyused has been a case study by means of the technique of in-depth interview. To this end, twelveteachers from an Italian comprehensive school in the region of Sicily who for several years have beenimmersed in the relatively abrupt arrival of immigrant students have been interviewed. Results:There is evidence of some teachers adopting the position from a classic epistemological approachin the field of interculturality. For example, while the attitude and involvement of teachers seemsto be consolidated, the teachers think that a key element of real inclusion should include practicalmeasures such as early immersion in the host language, in this case Italian, and that considerable andexternal professional e orts are necessary, particularly from cultural mediators, which could makethe inclusive project more viable.
PB MDPI
SN 2227-7102
YR 2019
FD 2019-12
LK http://hdl.handle.net/10272/17691
UL http://hdl.handle.net/10272/17691
LA eng
NO Chiofalo, T. A., Fernández Martínez, M. del M., Luque de la Rosa, A.,  Carrión-Martínez, J. J. (2019). The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools. Education Sciences, 9(4), 283. DOI: https://doi.org/10.3390/educsci9040283
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026