La lingua degli studenti dei Centri provinciali per l’istruzione degli adulti (CPIA)

Atzori, Roberta (2022): La lingua degli studenti dei Centri provinciali per l’istruzione degli adulti (CPIA): analisi sociolinguistica e bisogni formativi. Dissertation, LMU München: Fakultät für Sprach- und Literaturwissenschaften

Abstract

This study analyses the sociolinguistic reality of adults who undertake or resume an educational programme aimed at obtaining a first-cycle qualification at a Provincial Centre for Adult Education (CPIA), an institution within the Italian school system specifically designated for this purpose. The survey contributes to our knowledge of a segment of the Italian school population that is still poorly explored scientifically, despite its numerical growth, and is part of the broader debate on the language skills of the adult population, which has been extensively documented by the OECD-PIAAC report (2013) and by a tradition of studies that began in the 1970s (Berruto 1977, 1996; Dittmar 1978; Pinto 1990). CPIA students are characterised by a marked heterogeneity in terms of educational background, type of courses attended, and geographical origin. This complexity is matched by an organisational and educational structure based on flexibility and personalisation, founded on the recognition of formal, informal, and non formal credits and the possibility of partially distance learning. Although the first-level courses refer to the learning goals and objectives of lower secondary school as set out in the Indicazioni nazionali per il curricolo del 2012, they are nevertheless part of a much reduced timetable compared to the first cycle of the standard system, while maintaining as a reference the key competences for lifelong learning defined by the Recommendations of the European Parliament and the Council of Europe (2006, 2008, 2018) and implemented by Presidential Decree 263/2012. This reduction in time, combined with the fragility of the average profile of students – consisting of young people who have dropped out of school, adults who have permanently interrupted their education, and non Italian-speaking students who have recently arrived – makes it difficult to fully achieve the educational objectives set for daytime courses. Although Istat data (2020) show a significant reduction in school dropout rates among young people, there are still large pockets of the adult population without a first-cycle qualification, particularly in the older age groups, while the proportion of foreign users is growing, for whom the qualification also meets employment and administrative needs. The two main types of CPIA students – native Italian speakers with a history of academic failure (De Falco 2017) and non-native learners who have immigrated more or less recently (Vedovelli, Massara, Giacalone Ramat 2001; Giacalone Ramat 2003) – have profoundly different characteristics, educational backgrounds and motivations compared to students in mainstream courses. The research therefore contributes to our understanding of the different profiles of CPIA users; it explores the relationships between linguistic behaviour and socio-demographic variables; it verifies the consistency between the skills observed and the institutional objectives of the first cycle for the Italian language; highlights specific training needs in order to propose a rethinking of the current training offered by CPIA, including through teaching interventions aimed at strengthening the skills in the language code used for study and better responding to the needs of adult education.

• Dokumententyp: Dissertationen (Dissertation, LMU München)
• Keywords: Sociolinguistica, competenze linguistiche adulti, svantaggio linguistico, apprendimento L2 in ambito migratorio, literacy, biliteracy, istruzione degli adulti, dispersione scolastica, apprendimento permanente
• Themengebiete: 300 Sozialwissenschaften ; 300 Sozialwissenschaften > 370 Erziehung, Schul- und Bildungswesen ; 400 Sprache ; 400 Sprache > 450 Italienisch, Rumänisch, Rätoromanisch
• Fakultäten: Fakultät für Sprach- und Literaturwissenschaften
• Sprache der Hochschulschrift: Italienisch
• Datum der mündlichen Prüfung: 17. Februar 2022
• 1. Bericht­erstatter:in: Marzo, Daniela