Le lingue italiana e albanese a scuola: a piu di vent'anni dalle prime migrazionile prime migrazioni

Of all foreign students enrolled in Italian schools, the second largest group is formed by children of Albanian origin. This group is internally divided into immigrants of the second generation and those of the 'generation one and a half', all with different levels of knowledge of Italian, and of course, different needs. The teachers must keep in mind these different needs to successfully involve these children in lessons, and to improve their education. The author speaks about learning Italian as L1 by highlighting the importance of a positive approach towards the language of origin (in this case Albanian) to ensure the cognitive and linguistic development of the student. A comparison is therefore made between the structures of Albanian and Italian, which will provide the teacher with a better understanding of the linguistic background of their students.

在意大利学校注册就读的外籍学生群体中，阿尔巴尼亚裔儿童为第二大组成部分。该群体内部可划分为第二代移民与“1.5代移民”，二者的意大利语掌握水平存在差异，自然也有着各不相同的学习需求。教师需充分考量这些差异化需求，方能有效引导这些儿童参与课堂教学，并提升其受教育质量。本文作者以意大利语作为第一语言（L1）的学习为研究视角，强调积极接纳母语（此处为阿尔巴尼亚语）的态度，对学生认知与语言能力发展的重要意义。为此，研究对比了阿尔巴尼亚语与意大利语的语言结构，这将助力教师更全面地了解学生的语言背景。