Unaccompanied Migrant Children in Sicily. From the Arrival to a Social Inclusion Project

Abstract

Knowledge about the language of the country of arrival or living, is the basic for the access to citizenship rights and social rights. Knowledge of language becomes an instrument with which to decipher the surrounding reality, translating the grammar from the field to democracy. Equality also passes through the possession of the word.Starting from the hypothesis that exists a strong link between Italian language speaking, listening, comprehension capacities and in general multilingual skills and the social inclusion of young migrants, the research aims to explore two dimensions of the Life Project of Uams. The research analyses the attendance in CPIAS (Italian language teaching and learning) and the integration in the reception system, together with the interconnection between them and their interaction that characterize social inclusion perspectives of Uams. The main objective is to analyze Uams educational needs, language (illiterates, but multilingual), digital or job skills, social and family conditions both in their country of origin and in Italy in order to define UAMs socio-linguistic profile. Moreover, a goal of the research plan is to find out potential paths to base an adequate educational offer, with attention to LESLLA (Low Educated Second Language and Literacy Acquisition.