scholarly journals Linguistica Educativa e contesti migratori

2021 ◽  
Author(s):  
Antonella Benucci ◽  
Giulia I. Grosso ◽  
Viola Monaci
Keyword(s):  
Social Inclusion ◽  
School Context ◽  
Language Education ◽  
Social Contexts ◽  
Vulnerable Groups ◽  
Special Focus ◽  
Migration Route ◽  
The European Union ◽  
Language And Culture ◽  
Scientific Fields

The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

scholarly journals Socijalna poduzeća za radnu integraciju (WISE) u postsocijalističkim zemljama

2017 ◽  
Vol 53 (1) ◽  
pp. 139-158 ◽  
Author(s):  
Luka Marković ◽  
Danijel Baturina ◽  
Zdenko Babić
Keyword(s):  
European Union ◽  
Social Inclusion ◽  
People With Disabilities ◽  
Access Point ◽  
Social Enterprises ◽  
Vulnerable Groups ◽  
The European Union ◽  
Institutional Frameworks ◽  
Work Integration ◽  
The Welfare State

The welfare state takes a stand against the demands of modernization by seeking to care for society’s most vulnerable groups. People with disabilities are in a particularly vulnerable position, facing numerous obstacles to the labor market. Social enterprises, especially work integration social enterprises (WISE), can provide an important access point for their integration. The present analysis of five post-socialist countries in the European Union – Poland, Slovenia, Slovakia, Czech Republic, and Croatia – identifies several general characteristics essential for WISE development, such as the existence of some form of financing as well as certain legislative and institutional frameworks that remain underdeveloped. Lack of awareness and promotion of WISEs as well as a shortage of necessary skills have delayed WISE development in these countries, particularly in Croatia, where WISEs are few with small numbers of employees. This study provides recommendations for improving the situation of WISEs in Croatia in order to help them facilitate the employment and social inclusion of people with disabilities and other vulnerable groups.

Politicile sociale în perioada post-criză financiară: România încotro? Contribuția Semestrului European în dirijarea măsurilor de politică socială în domeniile ocupării și incluziunii sociale

2021 ◽  
Vol 32 (1) ◽  
Author(s):  
Ionuț-Marian ANGHEL
Keyword(s):  
Economic Growth ◽  
European Union ◽  
Social Inclusion ◽  
Vulnerable Groups ◽  
Social Policies ◽  
The European Union ◽  
Macroeconomic Imbalances ◽  
Europe 2020 ◽  
Europe 2020 Strategy ◽  
Policy Objectives

After implementing one of the toughest austerity programs in the European Union during the financial crisis, Romania returned to continuous economic growth for eight years (2012−2019), not before concluding between 2011−2013 two preventive agreements with Troika to reduce its macroeconomic imbalances. This continuous economic growth was also reflected in the achievement of the national targets under the Europe 2020 Strategy. In order to better coordinate economic and budgetary policies, the European Union has launched the European Semester. Although the main objective of the latter was to coordinate Member States' efforts to implement fiscal budgetary policies aimed at preventing macroeconomic imbalances and controlling public finances, after 2015, the European Semester began to incorporate social policy objectives, especially in the area of employment and social inclusion policies. By using the index of commodification/ decommodification of social policies developed by Paul Copeland, I illustrate, by analyzing the National Reform Programs and Country Specific Reports, that half of the policies taken in the two areas were towards partial commodification or commodification, and other significant measures towards commodification and decommodification, e.g. types of policies addressed to vulnerable groups trying to (re)integrate them into the labor market, even if in conditions that do not necessarily lead to social inclusion. Keywords: social policies; European Semester; Europe 2020; de/comodification; neoliberalism.

scholarly journals Multilingualism and Social Inclusion

2017 ◽  
Vol 5 (4) ◽  
pp. 1-4
Author(s):  
László Marácz ◽  
Silvia Adamo
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Social Inclusion ◽  
Linguistic Diversity ◽  
Language Education ◽  
State Level ◽  
Legal Framework ◽  
Thematic Issue ◽  
The European Union ◽  
Global Language

This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the ‘one nation-one people-one language’ doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

scholarly journals Gaps in coverage and access in the European Union

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Webb ◽  
W Palm ◽  
E van Ginneken ◽  
S Lessof ◽  
L Siciliani ◽  
...  
Keyword(s):  
European Union ◽  
Health Systems ◽  
Current Data ◽  
Vulnerable Groups ◽  
Undocumented Migrants ◽  
Health Coverage ◽  
The European Union ◽  
Income Status ◽  
Barriers To Access ◽  
Collection Practice

Abstract Background At the request of the European Commission, the Observatory on Health Systems and Policies and the HSPM network have undertaken a study to explore gaps in universal health coverage in the European Union and increase the level of granularity in terms of areas or groups where accessibility is sub-optimal. Methods To explore these gaps more systematically a survey was developed based on the so-called cube model that comprises different dimensions determining health coverage, including population coverage, service coverage and cost coverage. In addition, access can also be hampered by other factors, which relate more to the physical availability of care, a person's ability to obtain necessary care or the attitude of the provider. The survey was sent to country contacts from the Health Systems and Policy Monitor network. Results Within the diversity of country cases found in the survey, the most significant barriers for accessing health care still seem to be associated with social and income status, rather than specific medical conditions. However, groups like mentally ill, homeless, frail elderly, undocumented migrants are more likely to face multiple layers of exclusion and complex barriers to access. Conclusions Health system interventions can close access gaps for these vulnerable groups and address inequities in access to care. Through detailed coverage design countries can indeed determine the extent to which financial hardship and catastrophic out-of-pocket spending can be prevented. Furthermore, scope exists to improve current data collection practice.

DESIGN OF A EUROPEAN SURVEY ON THE PHARMACOLOGICAL MANAGEMENT OF PAEDIATRIC HEART FAILURE

2015 ◽  
Vol 101 (1) ◽  
pp. e1.64-e1
Author(s):  
Cristina Castro Díez ◽  
Feras Khalil ◽  
Michiel Dalinghaus ◽  
Marijke van der Meulen ◽  
Saskia de Wildt ◽  
...  
Keyword(s):  
Heart Failure ◽  
Drug Therapy ◽  
Survey Design ◽  
Therapeutic Strategies ◽  
Special Focus ◽  
The European Union ◽  
Converting Enzyme Inhibitors ◽  
Pharmacological Management ◽  
Survey Tool ◽  
Paediatric Cardiology

BackgroundLittle evidence is presently available to help clinicians guide decisions when tackling the pharmacological management of paediatric heart failure (HF). As a consequence, therapeutic strategies are largely supported by adults' data extrapolation and own expertise. The variability in drug treatment routines across Europe is expected to be high. Nevertheless, there are no epidemiological data that describe the current situation.AimTo develop a survey in the context of the LENA project to characterise the different therapeutic strategies for the management of paediatric HF that are currently practiced across Europe with special focus in the use of Angiotensin Converting Enzyme Inhibitors (ACE-I).MethodsItems to be included in the survey were selected through a thorough literature review and expert group discussions. European hospitals providing paediatric cardiology care were identified using websites of European and national paediatric cardiology associations as well as the ones of congresses and conferences related to the field. Standard recommendations for survey design were followed. The study protocol was approved by a data protection officer and an ethics committee. Web-survey tool EvaSys® was used. The survey was pre- and pilot-tested by a group of experts. A statistical analysis plan for the later processing and analysis of the data to be obtained was elaborated.ResultsA Europe-wide web-based survey was started in January 2015. 203 clinicians were invited via e-mail to participate. The questionnaire consisted of 23 questions addressing different aspects of drug therapy for HF in children. Use patterns of ACE-I (dosage by age group, effectiveness and toxicity assessment, use according to HF aetiology) and drug therapy for dilated cardiomyopathy where explored. Participants' demographic characteristics were also asked.ConclusionsThe procedure followed for the survey development should assure the quality of the tool. The results of this survey will provide an overview of the clinical treatment routine of paediatric heart failure across Europe.The research leading to these results has received funding from the European Union Seventh Framework Programme (FP7/2007–2013) under grant agreement n°602295 (LENA).The following authors will also be included in the later poster: Ingrid Klingmann (PHARMAPLEX BVBA, Germany), András Szatmári (GOTTSEGEN GYORGY ORSZAGOS KARDIOLOGIAI INTEZET, Hungary), László Ablonczy (GOTTSEGEN GYORGY ORSZAGOS KARDIOLOGIAI INTEZET, Hungary), Holger Schwender (HEINRICH-HEINE-UNIVERSITÄT DÜSSELDORF, GERMANY)

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