The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors
This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To thi...
| Main Authors: | , , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2021
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/12032 |
| _version_ | 1789406547734953984 |
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| author | Carrión-Martínez, José Juan Ciaccio, Stefania Fernández-Martínez, María del Mar Hernández-Garre, Carmen María Pérez-Esteban, María Dolores |
| author_facet | Carrión-Martínez, José Juan Ciaccio, Stefania Fernández-Martínez, María del Mar Hernández-Garre, Carmen María Pérez-Esteban, María Dolores |
| author_sort | Carrión-Martínez, José Juan |
| collection | DSpace |
| description | This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-12032 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2021 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-120322023-04-12T19:13:47Z The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors Carrión-Martínez, José Juan Ciaccio, Stefania Fernández-Martínez, María del Mar Hernández-Garre, Carmen María Pérez-Esteban, María Dolores immigrant students socio-educational adaptation linguistic mediation teacher proactivity secondary education This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations. 2021-07-26T07:58:22Z 2021-07-26T07:58:22Z 2021-07-15 info:eu-repo/semantics/article 2076-0760 http://hdl.handle.net/10835/12032 en https://www.mdpi.com/2076-0760/10/7/269 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | immigrant students socio-educational adaptation linguistic mediation teacher proactivity secondary education Carrión-Martínez, José Juan Ciaccio, Stefania Fernández-Martínez, María del Mar Hernández-Garre, Carmen María Pérez-Esteban, María Dolores The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors |
| title | The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors |
| title_full | The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors |
| title_fullStr | The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors |
| title_full_unstemmed | The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors |
| title_short | The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors |
| title_sort | socio-educational adaptation of secondary school migrant students in sicily: migrant generation, school linguistic mediation and teacher proactivity factors |
| topic | immigrant students socio-educational adaptation linguistic mediation teacher proactivity secondary education |
| url | http://hdl.handle.net/10835/12032 |
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