Training on integration projects, good practices and strategies for migrant students
The sixth training session closes the Includ-EU capacity-building activities in Sardinia.
The last session of Includ-EU capacity-building program, taking place on the 23rd of February 2022, provided the group of over thirty Sardinian teachers with some interesting insights on integration projects, good practices and strategies for students with a migration background.
In the first part of the session, the participants shared their views on how they, as teachers, could contribute to inclusive schools.
A special focus was dedicated to the successful Slovene integration project “Challenges of Intercultural Coexistence Project” and to some effective educational strategies to be implemented in multicultural classrooms: e.g. cooperative learning, celebrating students’ progress, involving their parents and promoting the use of native languages, as well as to the cultural aspects of non-verbal language.
The second part of the training, focusing on the institutional efforts to foster the integration of Third Country Nationals in Sardinia, was introduced by the short film “Tutti in ballo” produced by the Sardinian social cooperative “Studio e Progetto 2” under the project “Legàmi”. After the video, a representative from the Sardinia Region, Mr. Marco Sechi, presented the different measures put in place by the Sardinian regional government to promote the integration of people with a migration background in the island in different sectors, including education. Mr. Sechi highlighted the success of the innovative experimentation of the systemization of cross-cultural mediation services in public institutions, including schools.
Mr. Sechi’s presentation opened the floor to several questions, ideas and needs from the participants, including the systematization of cross-cultural mediation services in schools, the opportunity to involve high-school and university students in language and cultural mediation trainings in kindergartens, elementary and middle schools, and the need of re-thinking Italian teaching as a second language.
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