Gli alunni con cittadinanza estera presenti nella scuola sono oltre 600.000 (M.i.u.r., 2009) e, secondo il Ministero, presentano tassi di ripetenza doppi rispetto ai coetanei italiani. Tra i fattori che incidono maggiormente sulle prestazioni scolastiche, le difficoltà nell’acquisizione della lingua italiana e nella socializzazione con i compagni giocano un ruolo importante. Dover apprendere due lingue contemporaneamente può comportare forme di bilinguismo sottrattivo, con una padronanza ridotta in entrambe le lingue e il rischio di sviluppare pesanti deficit linguistici (Bialystok, 2007; Lindsey et al., 2003; Manis et al., 2004; Favaro & Napoli, 2002; Hakuta et al., 2000). Anche l’interazione sociale può essere ostacolata dalle differenze legate agli obiettivi di socializzazione e pratiche di cura della cultura di appartenenza e il comportamento atteso dagli insegnanti e dai pari italiani (Keller, 2007; Miller & Harwood, 2002). Un’importante risorsa per contrastare queste difficoltà è costituita dall’inserimento dei minori immigrati nella scuola dell’infanzia, come mostrano studi condotti con bambini figli di immigrati negli Stati Uniti e in Germania (Magnuson et al., 2006; Spiess et al., 2003). Il presente studio si propone di documentare il livello di acquisizione dell’italiano come seconda lingua in bambini figli di immigrati di età prescolare; documentare il livello di competenza e integrazione sociale dei bambini figli di immigrati nel contesto educativo, in relazione a età, genere e cittadinanza dei bambini e di analizzare la relazione tra alcuni fattori ipotizzati come potenziali promotori (vs. ostacoli) per lo sviluppo linguistico nella lingua italiana. Alla ricerca hanno partecipato 211 bambini figli di immigrati frequentanti le scuole dell’infanzia del Comune di Verona di età compresa fra i 3 e i 6 anni (media = 4.5; ds = 0.96). I bambini sono di nazionalità nigeriana (52), romena (46), marocchina (36), cingalese (23) e “altra” (50). Ognuno di loro è stato visto in più occasioni, durante le quali sono stati somministrati: il test per la valutazione della comprensione del testo orale TOR 3-8, il TVL per la valutazione della comprensione e produzione di parole e frasi e il PPTV-R per valutare il vocabolario ricettivo. La competenza e l’integrazione sociale dei bambini sono state valutate attraverso un approccio multimetodo che ha utilizzato 3 diverse fonti di raccolta dati: l’osservazione diretta del comportamento videoregistrato; la percezione delle insegnanti, che hanno compilato il Questionario per la Valutazione del Comportamento Sociale in bambini d’età prescolare e la nomina dei pari, limitata alla sola dimensione positiva della scelta. Attraverso colloqui con i genitori e le insegnanti sono state raccolte informazioni socio-demografiche sulla famiglia. Il confronto dei risultati ai test linguistici con i dati normativi evidenzia prestazioni linguistiche molto basse, coerentemente con i dati presentati dalle ricerche internazionali. L’ANOVA a 3 fattori (Età: 3 x Cittadinanza: 5 x L2incasa: 2) applicata alle diverse variabili dipendenti linguistiche mostra un effetto significativo non solo dell’Età dei bambini, ma anche dell’uso della lingua italiana in casa. Nessun effetto, invece, della Cittadinanza. L’ANOVA a 3 fattori (Età: 3 x Genere: 2 x GruppoStr-It: 2 o Cittadinanza: 6) e i relativi post-hoc applicati ai diversi dati emersi nel comportamento sociale mostrano un effetto significativo dell’Età del Gruppo e del Genere, con le differenze a favore dei bambini italiani che restano concentrate prevalentemente nella fascia dei 3 anni per le femmine, e in quelle dei 3-4 anni per i maschi, suggerendo che l’esperienza nella scuola dell’infanzia influenza positivamente l’integrazione sociale, in particolar modo delle bambine figlie di immigrati. Relativamente al 3° obiettivo, le regressioni effettuate mostrano come una parte considerevole della varianza linguistica sia spiegata da misure di competenza e integrazione sociale e viceversa, evidenziando una stretta relazione tra abilità sociali e linguistiche.
According to the Ministry of Education (2009), 600.000 students with non-European citizenship were enrolled in Italian schools in 2009. Ministry data also show that they are rejected twice as often as their Italian peers. Factors which more heavily affect their academic performance are difficulties in the acquisition of the Italian language and in socializing with their peers. Learning two languages simultaneously may lead to forms of subtractive bilingualism, with a low proficiency in both languages and the risk of developing heavy language deficit (Bialystok, 2007, Lindsey et al., 2003; Manis et al., 2004; Favaro & Napoli, 2002, Hakuta et al., 2000).. Even social development may be hampered by discrepancies between family and school behavioral expectations, educational goals and caring practices (Keller, 2007; Miller, Harwood, 2002). An important resource to counteract these difficulties is the inclusion of immigrant children in kindergarten, as shown by studies conducted in the United States and Germany (Magnuson et al., 2006, Spiess et al., 2003). The aims of this study are: to document the level of Italian as a second language acquisition in immigrant children of preschool age, to document the level of social competence and social integration in the Italian educational context - in relation to age, gender and citizenship of children - and to analyze the relationship between factors hypothesized as potential promoters (vs. barriers) for Italian language development. 211 immigrant preschool children participated in this study, (mean = 4.5, SD = 0.96). 52 children had a Nigerian passport, 46 had Romanian passports, 36 had a Moroccan passport, 23 had Sri Lankan passport and, finally, 50 children had passports of various foreign nationalities. Researchers visited the children several times for evaluation oral comprehension (TOR 3-8) in Italian language, as knowledge of words and phrases, both in comprehension and production (TVL), and receptive vocabulary (PPTV -R). In order to assess children’s social competence, a multi-method approach was employed, comprising three different sources for data collection: direct observation of videotaped behavior; the perception of teachers who filled out a questionnaire for the assessment of social behavior in preschoolers and, finally, a sociogram, limited to the positive dimension of choice. Socio-demographic information about the children’s families were gathered through interviews with parents and teachers Comparison between the results of the linguistic tests and normative data shows very low levels of language skills, consistent with the data presented by international research. The 3-factor ANOVA (Age: 3 x Nationality: 5 x L2incasa: 2) applied to the different linguistic variables shows a significant effect not only of the Age of children, but also of the use of Italian at home. No effect of the Citizenship variable is shown. The 3-factor ANOVA (Age: 3 x Type: 2 x Group: 2 or Citizenship: 6) and its post-hoc applied to the different social data show a significant effect of Age, Group and Gender, with the differences in favor of Italian children who remain concentrated mainly in the 3 years old range for females, and in those of 3-4 years for males, suggesting that the influence of social integration in school is positive, especially for girls. Regarding the 3rd research goal, the regressions show that a large portion of linguistic variance is explained by competence and social integration measures and vice versa, indicating a close relationship between language and social skills.
Acquisizione della lingua italiana e integrazione sociale in bambini d'età prescolare figli di immigrati: Fattori di promozione vs. ostacolo
BELTRAME, Rossella
2011-01-01
Abstract
According to the Ministry of Education (2009), 600.000 students with non-European citizenship were enrolled in Italian schools in 2009. Ministry data also show that they are rejected twice as often as their Italian peers. Factors which more heavily affect their academic performance are difficulties in the acquisition of the Italian language and in socializing with their peers. Learning two languages simultaneously may lead to forms of subtractive bilingualism, with a low proficiency in both languages and the risk of developing heavy language deficit (Bialystok, 2007, Lindsey et al., 2003; Manis et al., 2004; Favaro & Napoli, 2002, Hakuta et al., 2000).. Even social development may be hampered by discrepancies between family and school behavioral expectations, educational goals and caring practices (Keller, 2007; Miller, Harwood, 2002). An important resource to counteract these difficulties is the inclusion of immigrant children in kindergarten, as shown by studies conducted in the United States and Germany (Magnuson et al., 2006, Spiess et al., 2003). The aims of this study are: to document the level of Italian as a second language acquisition in immigrant children of preschool age, to document the level of social competence and social integration in the Italian educational context - in relation to age, gender and citizenship of children - and to analyze the relationship between factors hypothesized as potential promoters (vs. barriers) for Italian language development. 211 immigrant preschool children participated in this study, (mean = 4.5, SD = 0.96). 52 children had a Nigerian passport, 46 had Romanian passports, 36 had a Moroccan passport, 23 had Sri Lankan passport and, finally, 50 children had passports of various foreign nationalities. Researchers visited the children several times for evaluation oral comprehension (TOR 3-8) in Italian language, as knowledge of words and phrases, both in comprehension and production (TVL), and receptive vocabulary (PPTV -R). In order to assess children’s social competence, a multi-method approach was employed, comprising three different sources for data collection: direct observation of videotaped behavior; the perception of teachers who filled out a questionnaire for the assessment of social behavior in preschoolers and, finally, a sociogram, limited to the positive dimension of choice. Socio-demographic information about the children’s families were gathered through interviews with parents and teachers Comparison between the results of the linguistic tests and normative data shows very low levels of language skills, consistent with the data presented by international research. The 3-factor ANOVA (Age: 3 x Nationality: 5 x L2incasa: 2) applied to the different linguistic variables shows a significant effect not only of the Age of children, but also of the use of Italian at home. No effect of the Citizenship variable is shown. The 3-factor ANOVA (Age: 3 x Type: 2 x Group: 2 or Citizenship: 6) and its post-hoc applied to the different social data show a significant effect of Age, Group and Gender, with the differences in favor of Italian children who remain concentrated mainly in the 3 years old range for females, and in those of 3-4 years for males, suggesting that the influence of social integration in school is positive, especially for girls. Regarding the 3rd research goal, the regressions show that a large portion of linguistic variance is explained by competence and social integration measures and vice versa, indicating a close relationship between language and social skills.File | Dimensione | Formato | |
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