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• Health Literacy, Migration Traumas, Narrative Medicine and the Language Desk. New practices in translingualism and educational processes

  77-94

  Andreina Sgaglione

  Views:

  34

  Health literacy (HL) is a complex field encompassing a range of public health education and communication activities that are crucial for interacting with the health care system. In a sustainable world, future healthcare must be accessible to all, and we must ensure that people from migrant backgrounds have got the resources to manage their health. Inequalities in immigrants’ health profiles, a sign of ineffective integration policies, could be mitigated by improving HL levels. The aim of the study was to investigate the space given to HL within formal immigrant learning contexts; the study featured a questionnaire that was intended as a probe into some specific needs and discomforts connected with the condition of translingualism and with the related trauma, which may have a negative impact on language learning. Such interweaving offers a different perspective that generates new teaching practices and the creation of a Language Desk that through language, health literacy and narrative medicine promotes equitable, safe and sustainable learning contexts that enhance the experience of translingualism in all its forms.

• Secondary school adolescents: identity, languages and hereditary languages. The case of the provinces of Biella and Vercelli

  87-109

  Ruben Benatti

  Views:

  216

  This contribution is part of the tradition of heritage languages and linguistic and cultural identity. It mainly deals with the perception of the identity of students of non-Italian nationality or origin and their relationship with the language and the culture of origin, and those of the host community. More and more children and young people of non-Italian origin are present in Italian schools: the integration model pursued in Italy wants to respect cultural differences and language is one of the key elements of this process. The research concerned two provinces of Eastern Piedmont: Biella and Vercelli. Using a sociolinguistic and sociologic approach, a study was carried out through the administration of questionnaires concerning language and identity, the motivation towards integration, the perception and attitude towards one’s own language/culture of origin, and the Italian language/culture. The emerging picture presents sometimes ambiguous attitudes that can be defined almost as a “suspension” between the desire for “Italianisation” and the preservation of one’s roots. The research poses stringent questions schools and society are called to address on the construction (or reconstruction) of their own identity.