Students with a foreign background in Italian Initial Vocational Education and Training (IVET) and the access to Italian as Second Language

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Author: Luisa Daniele, ANPAL – Italian Agency for Active Labour Market Policy, Italy
Email: luisa.daniele69@gmail.com
Published: December 4, 2017
https://doi.org/10.22492/ije.5.3.01

Citation: Daniel, L. (2017). Students with a foreign background in Italian initial vocational education and training (IVET) and the access to Italian as second language. IAFOR Journal of Education, 5(3). https://doi.org/10.22492/ije.5.3.01


Abstract

This paper is based on the results of a 2014–2015 quantitative survey on a sample of 1,840 foreign students and 1,835 Italian students, of which, 41% of the Italians and 35% of those of foreign origins interviewed were female. The overall age was between 14 and 24, and these students attended courses in the Initial Vocational Education and Training (IVET) system in six Italian Regions: Emilia-Romagna, Lazio, Lombardy, Sicily, Tuscany, and Veneto. Language is the central issue in the survey, both in relation to the construction of multicultural and transcultural identity, and as a bridge to combine localisms with the global dynamics of migration, in its "dialect" edition. Some conclusive reflections on the enhancement of multilingualism in the Initial Vocational Education and Training (IVET) system are proposed for the development of national strategies in order to strengthen intercultural teaching and curricula.

Keywords

young people of foreign origins in Italy, initial vocational education and training, Italian as second language