Igor Deiana
IGOR DEIANA ha conseguito la laurea magistrale con lode presso l'Università degli Studi di Cagliari discutendo una tesi in Linguistica educativa. Ad aprile 2022 ha conseguito il dottorato in Scienze letterarie, librarie, linguistiche e della comunicazione internazionale all’Università per Stranieri di Perugia.
Nel corso degli studi ha partecipato tre volte al programma europeo Erasmus presso l’Université de Poitiers (Francia), la Cardiff University (Regno Unito) e l’Université de Caen-Normandie.
Igor Deiana ha insegnato italiano L2 presso strutture di accoglienza dedicate a richiedenti asilo e rifugiati, il Centro per l’insegnamento dell’italiano agli stranieri (CIS) dell'Università degli Studi di Cagliari e in diverse sedi dei CPIA sardi. È docente di ruolo nella classe di concorso A23 presso il CPIA di Cagliari.
Attualmente è docente a contratto presso l’Università degli Studi di Sassari, dove insegna Linguistica italiana nel Corso di Laurea triennale in Mediazione linguistica e culturale, ed è parallelamente assegnista di ricerca nell’ambito del Progetto di ricerca PeDESS (Pedagogia e Didattica per l’Educazione linguistica nella Scuola e nella comunità Sarda) dell'Università degli Studi di Cagliari.
Nel corso degli studi ha partecipato tre volte al programma europeo Erasmus presso l’Université de Poitiers (Francia), la Cardiff University (Regno Unito) e l’Université de Caen-Normandie.
Igor Deiana ha insegnato italiano L2 presso strutture di accoglienza dedicate a richiedenti asilo e rifugiati, il Centro per l’insegnamento dell’italiano agli stranieri (CIS) dell'Università degli Studi di Cagliari e in diverse sedi dei CPIA sardi. È docente di ruolo nella classe di concorso A23 presso il CPIA di Cagliari.
Attualmente è docente a contratto presso l’Università degli Studi di Sassari, dove insegna Linguistica italiana nel Corso di Laurea triennale in Mediazione linguistica e culturale, ed è parallelamente assegnista di ricerca nell’ambito del Progetto di ricerca PeDESS (Pedagogia e Didattica per l’Educazione linguistica nella Scuola e nella comunità Sarda) dell'Università degli Studi di Cagliari.
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Il contributo si occupa della storia dell’insegnamento dell’italiano L2 ad adulti nella scuola pubblica. Esamina i corsi di italiano L2 organizzati dalla fine degli anni Novanta dai Centri Territoriali Permanenti per l’educazione degli adulti (CTP) e poi dai Centri Provinciali per l’Istruzione degli Adulti (CPIA). Concentrandoci sui “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, vengono illustrate le principali tappe attraverso le quali si sono evoluti e consolidati. Il contributo considera inoltre alcuni aspetti critici e cerca di comprenderne le cause. Infine, vengono documentate alcune delle ricadute che i limiti della normativa possono avere sulla didattica.
Attraverso i Percorsi di alfabetizzazione e apprendimento della lingua italiana (Percorsi AALI), i Centri Provinciale per Istruzione degli Adulti (CPIA) si occupano dell’integrazione e formazione linguistica dei cittadini non italofoni. La fase di accoglienza costituisce un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi; infatti, le attività e le decisioni prese in questo momento sono determinanti per la definizione di una didattica di qualità.
Il presente contributo descrive uno strumento per l’accoglienza e la valutazione in entrata elaborato da due docenti di lingua italiana per discenti di lingua straniera (A23) e sperimentato nelle classi dei Percorsi AALI del CT Aritzo-Sorgono del CPIA 3 di Nuoro. Parallelamente alla presentazione dei diversi momenti che costituiscono l’intervista strutturata, il contributo analizza i materiali di supporto predisposti e, sulla base delle criticità rilevate in fase di sperimentazione, ne propone alcuni miglioramenti.
ABSTRACT inglese
The courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti) are central for the migrants’ development of linguistic and social skills. By delineating the learners’ specific needs, placement test and assessment have key role on this course. In fact, assessment and testing practices made at the beginning of the language courses help to develop offers courses and programs reflecting different learners’ profiles.
The aim of this article is to describe a tool for placement assessment. Called intervista strutturata, this tool has been developed by 2 A23 teachers, who are specialised in teaching Italian as a second language, and it has been administrated in the courses of Italian as a second language of the CT Aritzo-Sorgono of the CPIA 3 Nuoro. After describing the structure of the tool and analyzing the different materials developed, the paper focuses on the criticalities found during the testing phase and it proposes some improvements.
I Percorsi di alfabetizzazione e apprendimento della lingua italiana sono il principale strumento per la formazione linguistica delle e degli adulti stranieri frequentanti i CPIA. Attraverso l’analisi di testi prodotti da corsisti frequentanti questi corsi, il presente contributo offre uno sguardo privilegiato su questa realtà didattica. Malgrado non sia mancata l’attenzione per gli aspetti linguistici, l’analisi qui proposta si concentra sul contesto didattico e i diversificati bisogni di chi frequenta questi corsi. Lo studio dei testi, inoltre, permette di mettere a fuoco la specifica formazione richiesta al corpo docente e di osservare come i limiti della normativa hanno ricadute nella didattica.
This paper is about the Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI) offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thanks to a corpus of texts produced in these courses, this paper focuses on the most important Percorsi AALI’s educational and didactic issues. Through the analysis of this corpus, it has been possible to identify some critical aspects and to understand their causes. On the one hand some texts document how these courses are attended by a heterogeneous group of learners in which different literacy profiles can be identified. On the other hand, the study has underlined the importance of teachers' training and attitudes about teaching students from immigrant backgrounds.
Some reflections on teachers who teach in “literacy and Italian language learning courses”
This paper concentrates on the the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti) and in particular on Literacy and Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Based on the results of two surveys administrated to a sample of CPIA’s teachers in 2019 and 2020, the focus is on the teachers of Percorsi AALI. Starting from the analysis of the teacher profiles, the quality of Percorsi AALI is examined by the critical aspects in order to understand the causes.
Although the recruitment of A23 teachers (Lingua italiana per discenti di lingua straniera) can be considered a key moment for the institutional recognition for Italian L2 in school, it seems that very few things have changed compared to what was expected. In fact, even if since the school year 2017/2018 teachers that had successfully completed a structured course on teaching Italian as a second language have been included in the Italian public-school staff, nowadays it is evident that A23 teachers constitute a small minority of the teaching staff in service and have been assigned exclusively to the CPIA. Since the CPIAs are the only school where the A23 teachers currently work, the webinar “A023: un confronto di esperienze” organized during FIERIDA 2021 was an important opportunity that allowed to probe the current situation of these teachers. The webinar not only highlighted problems and criticalities, but also allowed the sharing of good practices and the proposal of constructive actions. After having briefly described FIERIDA and the aims and structure of the webinar, this paper focuses on the role that A23 teachers have in the CPIA. Furthermore, thanks to the observations made by the participating audience, in the second part of the paper we present a series of feasible and concrete proposals aimed to improve the quality of Italian L2 teaching in CPIA.
This paper is about migration policies and language testing in Italy. After a general overview of the immigration policies in recent decades, we focus on policy requirements for residency and citizenship. We describe the language requirements, the procedures established for their assessment and, if provided, the specific set of official courses. Thanks to the analysis of the results of A2 tests for the long-term residency permits administrated in March 2019 and February 2020 and taking into consideration some remarks made by a group of Italian L2 teachers who work in the CPIAs, the paper aims to understand if the critical issues observed over the years have been addressed properly.
Concentrandosi sulla cosiddetta fase di accoglienza, la quale rappresenta un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi, l’articolo si propone di individuare e analizzare le diverse criticità e problematiche emerse. Il contributo offre, inoltre, una breve panoramica sui materiali e gli strumenti che possono essere impiegati dai docenti nell’organizzazione l’accoglienza e la valutazione in entrata.
Based on the study of the national legislation and thanks to the findings of a survey presented to A23 teachers, who are specialised in teaching Italian as a second language, this paper concentrates on the courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti). In particular, the paper focuses on CPIA’s assessment and testing practices made at the beginning of the Italian language courses for foreigners.
The aim of this article is to underline the key role of the language testing and assessment and to identify possible problems regarding its functioning. The paper also illustrates some tools for placement assessment that can be used by teachers.
successfully completed a structured course on teaching Italian as a foreign or second
language have been included in the Italian public school staff. This moment is very
important. In fact, for a long time the Italian public school had not had in its staff the
highly qualified professionalism useful to face problems linked to learning Italian as a
second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff.
This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di
lingua straniera. The paper will also investigate the role and professionalism of A23
teachers in the Italian school.
These reflections are based on data collected by a survey carried out during the school
year 2018/2019, February to April 2019. Conducted by a self-administered online
questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23
teachers.
Based on data collected by a survey given during the school year 2018/2019 which involved A23 teachers and through the analysis of the legislation, this paper focuses on the major steps that led to inclusion of the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public-school staff. Unless this moment is very important, it seems that these teachers are now in an uncertain and precarious situation. Thanks to the legislation of the forthcoming competitive exam for the recruitment of permanent teaching staff, the paper will also try to understand which could be the future perspectives for A23 teachers.
e professionalità, l’integrazione e la partecipazione sociale dei cittadini immigrati, è chiaro che l’inserimento nell’organico dei CPIA dei docenti di Lingua italiana per discenti di lingua straniera, avvenuto a partire dall’anno scolastico 2017/2018 rappresenti un importante intervento nell’ambito dell’educazione e l’istruzione degli adulti. Attraverso i primi dati emersi da un’indagine tuttora in corso sul funzionamento dei CPIA e sulla base dell’esperienza professionale dei due autori, il presente articolo riflette sul contributo che la classe di concorso di Lingua italiana per discenti di lingua straniera con le sue specifiche competenze professionali può dare nel sistema dell’istruzione degli adulti italiano.
The spread of Covid-19 has suddenly and unexpectedly disrupted everyone's routine. Not only has the Coronavirus reshaped several established and rooted habits, but it has also caused changes until recently not even foreseeable. Among the numerous changes brought on by the pandemic, the key role of social networks in the rapid dissemination of news, the widening of users to which social media turn to and the increase in free time available are three points that seem to signal that there may have been a fallout in the daily use of social networks.
This paper tries to understand whether the use of Twitter has changed. It carries out a linguistic analysis of a corpus of data extracted with the website trendogate.com. The tweets considered were published in the period between the 1st of January 2020 and the 31st of March 2020. Focusing on the comparison of the regularities of the Italian Twitter's trending topics collected before and after the emergence of the pandemic, the aim of the paper is to comprehend to what extent the use of the famous microblogging has been reshaped through the various phases that saw the epidemic become a pandemic.
My reflections are based on my experience as a teacher at CPIA No.3 in Nuoro, Sardinia, during the school year 2017/2018, and on data collected by a survey given to 131 CPIAs during the school year 2018/2019. Conducted by a self-administered online questionnaire from February to April 2019, it involved 83 A023 teachers, teachers thus identified per the February 2016 Decree of the President of the Italian Republic. Specialised in teaching Italian as a second language, A023 teachers offer an insight into the CPIA’s teaching and educa-tional practices. Entitled A023: Chi? Come? Dove? Quando? Perché, the sur-vey was aimed at observing and describing the role and professionalism of A023 teachers in the CPIAs.
Linguistics 10.1
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Il contributo si occupa della storia dell’insegnamento dell’italiano L2 ad adulti nella scuola pubblica. Esamina i corsi di italiano L2 organizzati dalla fine degli anni Novanta dai Centri Territoriali Permanenti per l’educazione degli adulti (CTP) e poi dai Centri Provinciali per l’Istruzione degli Adulti (CPIA). Concentrandoci sui “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, vengono illustrate le principali tappe attraverso le quali si sono evoluti e consolidati. Il contributo considera inoltre alcuni aspetti critici e cerca di comprenderne le cause. Infine, vengono documentate alcune delle ricadute che i limiti della normativa possono avere sulla didattica.
Attraverso i Percorsi di alfabetizzazione e apprendimento della lingua italiana (Percorsi AALI), i Centri Provinciale per Istruzione degli Adulti (CPIA) si occupano dell’integrazione e formazione linguistica dei cittadini non italofoni. La fase di accoglienza costituisce un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi; infatti, le attività e le decisioni prese in questo momento sono determinanti per la definizione di una didattica di qualità.
Il presente contributo descrive uno strumento per l’accoglienza e la valutazione in entrata elaborato da due docenti di lingua italiana per discenti di lingua straniera (A23) e sperimentato nelle classi dei Percorsi AALI del CT Aritzo-Sorgono del CPIA 3 di Nuoro. Parallelamente alla presentazione dei diversi momenti che costituiscono l’intervista strutturata, il contributo analizza i materiali di supporto predisposti e, sulla base delle criticità rilevate in fase di sperimentazione, ne propone alcuni miglioramenti.
ABSTRACT inglese
The courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti) are central for the migrants’ development of linguistic and social skills. By delineating the learners’ specific needs, placement test and assessment have key role on this course. In fact, assessment and testing practices made at the beginning of the language courses help to develop offers courses and programs reflecting different learners’ profiles.
The aim of this article is to describe a tool for placement assessment. Called intervista strutturata, this tool has been developed by 2 A23 teachers, who are specialised in teaching Italian as a second language, and it has been administrated in the courses of Italian as a second language of the CT Aritzo-Sorgono of the CPIA 3 Nuoro. After describing the structure of the tool and analyzing the different materials developed, the paper focuses on the criticalities found during the testing phase and it proposes some improvements.
I Percorsi di alfabetizzazione e apprendimento della lingua italiana sono il principale strumento per la formazione linguistica delle e degli adulti stranieri frequentanti i CPIA. Attraverso l’analisi di testi prodotti da corsisti frequentanti questi corsi, il presente contributo offre uno sguardo privilegiato su questa realtà didattica. Malgrado non sia mancata l’attenzione per gli aspetti linguistici, l’analisi qui proposta si concentra sul contesto didattico e i diversificati bisogni di chi frequenta questi corsi. Lo studio dei testi, inoltre, permette di mettere a fuoco la specifica formazione richiesta al corpo docente e di osservare come i limiti della normativa hanno ricadute nella didattica.
This paper is about the Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI) offered by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thanks to a corpus of texts produced in these courses, this paper focuses on the most important Percorsi AALI’s educational and didactic issues. Through the analysis of this corpus, it has been possible to identify some critical aspects and to understand their causes. On the one hand some texts document how these courses are attended by a heterogeneous group of learners in which different literacy profiles can be identified. On the other hand, the study has underlined the importance of teachers' training and attitudes about teaching students from immigrant backgrounds.
Some reflections on teachers who teach in “literacy and Italian language learning courses”
This paper concentrates on the the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti) and in particular on Literacy and Italian language courses for foreigners (Percorsi di alfabetizzazione e apprendimento della lingua italiana or Percorsi AALI). Based on the results of two surveys administrated to a sample of CPIA’s teachers in 2019 and 2020, the focus is on the teachers of Percorsi AALI. Starting from the analysis of the teacher profiles, the quality of Percorsi AALI is examined by the critical aspects in order to understand the causes.
Although the recruitment of A23 teachers (Lingua italiana per discenti di lingua straniera) can be considered a key moment for the institutional recognition for Italian L2 in school, it seems that very few things have changed compared to what was expected. In fact, even if since the school year 2017/2018 teachers that had successfully completed a structured course on teaching Italian as a second language have been included in the Italian public-school staff, nowadays it is evident that A23 teachers constitute a small minority of the teaching staff in service and have been assigned exclusively to the CPIA. Since the CPIAs are the only school where the A23 teachers currently work, the webinar “A023: un confronto di esperienze” organized during FIERIDA 2021 was an important opportunity that allowed to probe the current situation of these teachers. The webinar not only highlighted problems and criticalities, but also allowed the sharing of good practices and the proposal of constructive actions. After having briefly described FIERIDA and the aims and structure of the webinar, this paper focuses on the role that A23 teachers have in the CPIA. Furthermore, thanks to the observations made by the participating audience, in the second part of the paper we present a series of feasible and concrete proposals aimed to improve the quality of Italian L2 teaching in CPIA.
This paper is about migration policies and language testing in Italy. After a general overview of the immigration policies in recent decades, we focus on policy requirements for residency and citizenship. We describe the language requirements, the procedures established for their assessment and, if provided, the specific set of official courses. Thanks to the analysis of the results of A2 tests for the long-term residency permits administrated in March 2019 and February 2020 and taking into consideration some remarks made by a group of Italian L2 teachers who work in the CPIAs, the paper aims to understand if the critical issues observed over the years have been addressed properly.
Concentrandosi sulla cosiddetta fase di accoglienza, la quale rappresenta un momento fondamentale nel percorso formativo di chiunque frequenti suddetti corsi, l’articolo si propone di individuare e analizzare le diverse criticità e problematiche emerse. Il contributo offre, inoltre, una breve panoramica sui materiali e gli strumenti che possono essere impiegati dai docenti nell’organizzazione l’accoglienza e la valutazione in entrata.
Based on the study of the national legislation and thanks to the findings of a survey presented to A23 teachers, who are specialised in teaching Italian as a second language, this paper concentrates on the courses of Italian as a second language (Percorsi di alfabetizzazione e apprendimento della lingua italiana) offered by the Provincial Centre for Adult Education, commonly known as CPIA (Centro Provinciale per l'Istruzione degli Adulti). In particular, the paper focuses on CPIA’s assessment and testing practices made at the beginning of the Italian language courses for foreigners.
The aim of this article is to underline the key role of the language testing and assessment and to identify possible problems regarding its functioning. The paper also illustrates some tools for placement assessment that can be used by teachers.
successfully completed a structured course on teaching Italian as a foreign or second
language have been included in the Italian public school staff. This moment is very
important. In fact, for a long time the Italian public school had not had in its staff the
highly qualified professionalism useful to face problems linked to learning Italian as a
second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher’s school staff.
This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di
lingua straniera. The paper will also investigate the role and professionalism of A23
teachers in the Italian school.
These reflections are based on data collected by a survey carried out during the school
year 2018/2019, February to April 2019. Conducted by a self-administered online
questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23
teachers.
Based on data collected by a survey given during the school year 2018/2019 which involved A23 teachers and through the analysis of the legislation, this paper focuses on the major steps that led to inclusion of the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public-school staff. Unless this moment is very important, it seems that these teachers are now in an uncertain and precarious situation. Thanks to the legislation of the forthcoming competitive exam for the recruitment of permanent teaching staff, the paper will also try to understand which could be the future perspectives for A23 teachers.
e professionalità, l’integrazione e la partecipazione sociale dei cittadini immigrati, è chiaro che l’inserimento nell’organico dei CPIA dei docenti di Lingua italiana per discenti di lingua straniera, avvenuto a partire dall’anno scolastico 2017/2018 rappresenti un importante intervento nell’ambito dell’educazione e l’istruzione degli adulti. Attraverso i primi dati emersi da un’indagine tuttora in corso sul funzionamento dei CPIA e sulla base dell’esperienza professionale dei due autori, il presente articolo riflette sul contributo che la classe di concorso di Lingua italiana per discenti di lingua straniera con le sue specifiche competenze professionali può dare nel sistema dell’istruzione degli adulti italiano.
The spread of Covid-19 has suddenly and unexpectedly disrupted everyone's routine. Not only has the Coronavirus reshaped several established and rooted habits, but it has also caused changes until recently not even foreseeable. Among the numerous changes brought on by the pandemic, the key role of social networks in the rapid dissemination of news, the widening of users to which social media turn to and the increase in free time available are three points that seem to signal that there may have been a fallout in the daily use of social networks.
This paper tries to understand whether the use of Twitter has changed. It carries out a linguistic analysis of a corpus of data extracted with the website trendogate.com. The tweets considered were published in the period between the 1st of January 2020 and the 31st of March 2020. Focusing on the comparison of the regularities of the Italian Twitter's trending topics collected before and after the emergence of the pandemic, the aim of the paper is to comprehend to what extent the use of the famous microblogging has been reshaped through the various phases that saw the epidemic become a pandemic.
My reflections are based on my experience as a teacher at CPIA No.3 in Nuoro, Sardinia, during the school year 2017/2018, and on data collected by a survey given to 131 CPIAs during the school year 2018/2019. Conducted by a self-administered online questionnaire from February to April 2019, it involved 83 A023 teachers, teachers thus identified per the February 2016 Decree of the President of the Italian Republic. Specialised in teaching Italian as a second language, A023 teachers offer an insight into the CPIA’s teaching and educa-tional practices. Entitled A023: Chi? Come? Dove? Quando? Perché, the sur-vey was aimed at observing and describing the role and professionalism of A023 teachers in the CPIAs.