Teaching (in) Italian to Immigrant Students in a Low-Immigration Area - Emotions and the Teaching Practice of the Teachers of the Istituto Comprensivo of Puos d’Alpago

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dc.contributor.advisor Serragiotto, Graziano it_IT
dc.contributor.author De March, Valentina <1987> it_IT
dc.date.accessioned 2014-06-07 it_IT
dc.date.accessioned 2014-09-20T08:44:06Z
dc.date.issued 2014-06-20 it_IT
dc.identifier.uri http://hdl.handle.net/10579/4702
dc.description.abstract This research is an investigation on the emotions and the teaching practice of the total number of teachers working with immigrant students in the Istituto Comprensivo of Puos d’Alpago, in the province of Belluno, an area which is still not much inhabited by immigrant people, whose distribution is, moreover, not equal on the territory. The first chapter will deal with immigration in Italy, with how the immigration has spread in the last 25 years and how Italy as a country has dealt with this phenomenon (1.1). In parallel we will analyse how the same phenomenon has spread in the Alpago area and schools and what the Istituto Comprensivo has done to face it (1.2). The second chapter is built around the figure of the teacher: from how this figure has been seen and how it evolved through the centuries (2.1) – focussing the attention on the last 70 years, when language teaching became a true science and object of study – to the delineation of a model for the (Italian) L2 teacher, that of the facilitator (2.3); also, we will be looking at how this figure differentiates itself from the figures of the Italian, language and other subjects teachers, who only work with Italian students (2.2). The third and fourth chapters are about the research. The third chapter will explain the aims (3.1), the questions (3.2), and will describe the location (3.3). Also, the tools used for the research (questionnaire and focus groups) and the participants will be analysed and described and what the expectations are about the answers will be discussed (3.4). The fourth chapter will be an analysis of the answers of both questionnaire (4.1) and focus groups (4.2) and a discussion of the results. The conclusion (chapter 5) will sum up the research and will suggest ideas to further improve the situation of teachers who have to teach (in) Italian to immigrant students in an area which is subject to still little immigration with respect to other areas of Italy. it_IT
dc.language.iso en it_IT
dc.publisher Università Ca' Foscari Venezia it_IT
dc.rights © Valentina De March, 2014 it_IT
dc.title Teaching (in) Italian to Immigrant Students in a Low-Immigration Area - Emotions and the Teaching Practice of the Teachers of the Istituto Comprensivo of Puos d’Alpago it_IT
dc.title.alternative it_IT
dc.type Master's Degree Thesis it_IT
dc.degree.name Scienze del linguaggio it_IT
dc.degree.level Laurea magistrale it_IT
dc.degree.grantor Dipartimento di Studi Linguistici e Culturali Comparati it_IT
dc.description.academicyear 2013/2014, sessione estiva it_IT
dc.rights.accessrights closedAccess it_IT
dc.thesis.matricno 840223 it_IT
dc.subject.miur L-LIN/01 GLOTTOLOGIA E LINGUISTICA it_IT
dc.description.note it_IT
dc.degree.discipline it_IT
dc.contributor.co-advisor it_IT
dc.subject.language INGLESE it_IT
dc.date.embargoend 10000-01-01
dc.provenance.upload Valentina De March (840223@stud.unive.it), 2014-06-07 it_IT
dc.provenance.plagiarycheck Graziano Serragiotto (graziano.serragiotto@unive.it), 2014-06-20 it_IT


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