Foreign minors who arrive in Italy over the age of 16 are placed in mixed classes of this type of education to graduate. Three classes participated in the implementation of Dialogic Literary Gatherings (DLGs). The language difficulties were considerable and in one of the classes the implementation was very short because the class took their final exams early in March. In another class there were several difficulties in finding a suitable text. In the third, however, from the beginning the gatherings worked and went on until the end of the school year (in June).
CPIA 1 Palermo ‘Nelson Mandela’
Palermo, ItalyImpact and successes
One of the biggest successes is that teachers have discovered skills in their students that had not emerged before the dialogic meetings. Better knowledge of students’ history by teachers is also a key success.
Lessons, learning and recommendations
Good practices
Pupils feel more comfortable in sharing personal experiences. It improves communication. Communicating personal history helps to communicate who you are and to find yourself among people with the same values. Better knowledge of future possibilities.
Failures
Language barriers are considerable, and it is not easy to find classic texts that are accessible to everyone.
Challenges
Individual skills are undervalued. Mixed classes and constantly changing setups, with a high turnover. Constantly changing setups make it difficult to build lasting bonds.