Lingua Seconda e inclusione sociale. I percorsi educativi per i migranti adulti

The Second Language (SL) is a fundamental step in the social inclusion paths of migrants once they have arrived in the country of immigration and, at the same time, is a condition for remaining in Italy. Starting from these assumptions, language can be understood as an existential need, fundamental for the self-determination of subjects, but also as a device that reproduces forms of domination and subordination, as well as elements such as class, gender and race. The linguistic device is deepened in its multiple dimensions, analyzing how this is an expression of the social dynamics of relationship with otherness, emphasizing that language is also a place of struggle, in which it is possible to unite and resist. For this reason the educational environments that deal with language training become contact zones, metaphores to visualize solutions to conflict, social spaces in which different cultures meet, clash and confront each other. The present work investigates through qualitative methodology the linguistic training experiences addressed to adult migrants in the Roman context. The aim is to give a voice to teachers and students, moving between a language expression of the need to respond to the regulatory mandate and a language that re-means identity, which expresses the educational and social needs of people and through which a socially inclusive and intercultural reality is promoted.