Foreign-born students' present a high dropout rate in Italian school. Understanding their scholastic difficulties is complex and difficult to interpret (i.e. linguistic disadvantages, emotional and motivational problems, and different attitudes towards the educational institution). In this contribution, we investigate the students’ points of view, by asking them how the school should change to support their learning pathway and which actions school should implement. The results suggest that foreign-born students' have different beliefs about family and school relationship, and different expectations about the role of schooling in their lives. The results highlight the need to rethinking the scholastic experience, in order to modify the teaching practice and to support the learning processes of student at risk.

HOW SHOULD SCHOOL CHANGE TO SUPPORT STUDENTS’ LEARNING? THE POINT OF VIEW OF STUDENTS WITH IMMIGRATION BACKGROUND

Bembich C.;Sorzio
2020-01-01

Abstract

Foreign-born students' present a high dropout rate in Italian school. Understanding their scholastic difficulties is complex and difficult to interpret (i.e. linguistic disadvantages, emotional and motivational problems, and different attitudes towards the educational institution). In this contribution, we investigate the students’ points of view, by asking them how the school should change to support their learning pathway and which actions school should implement. The results suggest that foreign-born students' have different beliefs about family and school relationship, and different expectations about the role of schooling in their lives. The results highlight the need to rethinking the scholastic experience, in order to modify the teaching practice and to support the learning processes of student at risk.
2020
978-84-09-17939-8
https://library.iated.org/view/BEMBICH2020HOW
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11368/2961286
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