Abstract:
Immigration has recently become a global phenomenon. In an intercultural view, complete integration in a host country requires a migrant’s approach to language, which is a second language in such contexts. The null or low level of education of such learners worsens this difficult and sometimes traumatic process. This is one of the main reasons why low language levels require the design and use of specific didactic material.
Therefore, the present paper aims at placing illiteracy and low education in a theoretical context; as regards Italy, illustrating rights and duties concerning migrants and analysing the attitude of Italian law towards immigration; outlining illiterate and low-educated learners’ profiles, based both on international and national research in the field; inserting such learners’ profiles in CAD (mixed abilities classes) contexts, where the use of ad hoc didactic material acquires utmost importance.
The heterogeneity of adult migrant learners approaching a second language makes the creation of diversified didactic materials necessary. Indeed, the last chapter of the paper is focused on the analysis of an experimental learning unit, structured with stratified tasks and tested with migrant women with pre-A1 and A1 level in two courses within Educittà project.
The aim of the paper is that of providing cause for reflection for future research in the field, given the remarkable diffusion of immigration and illiteracy at global levels.
