A bridge to a new beginning

A bridge to a new beginning... of linguistic, writing, artistic and civic-cultural skills

Location:

Potenza, Italy

Period of implementation:

June-December 2021

Field of activity – formal/informal/non-formal:

Formal education

Funding sources:

Public, National (Ministry of education) and Regional

Overall cost/budget:

N/A

Target group:

Disadvantaged adults with lack of education and/or skills. The target of participants falls into the category at risk of social exclusion/socio-economic hardship.

Implementing organization/lead organization:

CPIA of Potenza County Centre for Adult education

Stakeholders: Reception Centers and Associations, Compagnia Gommalacca Teatro

Contact info:

  • Giovanna Sardone:
    • tel: 0971 471351
    • email: pzmm200002@istruzione.it, dssardone.cpiapz@gmail.com
  •  

Challenge or social need:

Due to a target group that falls into the category at risk of social exclusion/socio-economic hardship often far from education, this initiative deals with an integrated approach merging online learning and in presence learning aiming to:

  • Strengthening of the Italian language for study and communication;
  • Development of the 4 language skills, of transversal and alphabetic-functional skills, of the reinforcement and consolidation of communication skills;
  • Search for points of contact and enhancement of diversity, in an attempt to build a dialogue between cultures through theater;
  • Development of competence in matters of cultural awareness and expression and meta-competences.

Description:

This is a “composite” project aimed at expanding and supporting the training offer of this CPIA, through specific actions aimed at enhancing learning and key skills also digital.

The design and implementation of didactic-training courses involved the use of innovative teaching methodologies, aimed at enhancing active and cooperative learning, as well as the active involvement of adult and young adult students, Italian-speaking and alloglots, in experiential situations.

The first didactic proposal aimed at strengthening and reinforcing the command of the oral and written Italian language to describe, clarify, inform, explain, and express concepts, feelings, ideas.

The module was created in synchronous e-learning and made it possible to modulate strategies and methodologies thanks to the use of ITC. The module implied (as an experimentation) the use of open access web tools for self-learning Italian such as Busuu.com (https://www.busuu.com) or Tachistoscopio: https://sd2.itd.cnr.it/index.php?r=site/scheda&id=86

The second workshop was intended to enhance and consolidate writing skills, to be achieved with awareness knowing how to master the language in any communication levels, through the recognition and study of the main text types (also in digital format), starting from ‘analysis of some examples of use and arriving at the construction of texts.

The third workshop proposal stimulated creativity as a personal path of each, exchange of ideas, learning and social integration through theatrical techniques combined with moments of confrontation and dialogue.

Finally, the fourth laboratory for learning Italian as L2 concerned a set of differentiated activities to be carried out outdoors, organized in thematic itineraries, taking students around the city, to explore the language and put into practice, in authentic contexts, the linguistic contents learned in the classroom.

Benefits/success factors/ measurement of success:

In December 2021, the 1st Edition of the Project was completed with 46 participants, and the results have been evaluated and mapped and some recommendations have been issued.

For the realization of the 2nd edition, greater attention has to be paid to the assiduous participation of the users involved, providing for a more focused scheduling in the school period.

In terms of implementation methods, strengthening ICTs (e-learning, distance learning platforms and tools and online modules) could reduce the dop-out or discontinuity in participation.

Critical points/weaknesses:

The main issue experienced in the first edition of the project was related to discontinuous participation.

Sustainability characteristics:

Being basically characterized by discontinuity of presence, linked to stringent work and family needs, the students involved could be supported by parallel and more flexible activities of recognition of attendance hours and credits for participation in the project, as well as the organization of actions to support attendance, for example babysitting or reimbursement of transport costs (initiative already implemented during the 1st Edition). The use of distance learning tools (videoconference, WhatsApp, etc.) can ensure the participation.

Transferability characteristics:

This action do not require extra budget financial resources.
The flexible, agile and replicable modularity of the 4 educational proposals lends to full transferability in socio-cultural contexts characterized by low schooling, drop out school, youth discomfort, educational poverty, socio-economic discomfort.

Modules 1-2-3 can be even extended to restricted students, should it be decided to carry them out in the Prisons.

Inclusive characteristics/Innovative elements:

Inclusion has been related both to moments of effective social integration and to processes of linking teaching-learning activities with the correct civil life in diversity.

Through multidisciplinary laboratory activities, micro learning sessions aimed at the use of social networks, open access web tools, lectures and seminars online, outdoor lessons in public places and spaces, the proposed educational actions have always been interactive and inclusive, bringing learning into real context and directly in contact with the student’s communicative experience. These activities have always been anticipated by a careful survey by the expert trainers to achieve sustainable and feasible results.

From the more general objectives, such as knowing and respecting differences, seeking social cohesion, achieving correspondence to common values, we worked on the realization of the more specific ones:

  • Strengthening of the Italian language for study and communication;
  • Development of the language skills of transversal and alphabetic-functional skills, of the reinforcement and consolidation of communication skills;
  • Search for points of contact and enhancement of diversity, in an attempt to build a dialogue between cultures through theater;
  • Development of competence in matters of cultural awareness and expression and meta-competences.

The Project was carried out by activating forms of teaching-learning always placed in realistic context and integrating cultural and linguistic exchanges, to encourage inclusion, participation and active involvement. Involvement was also ensured during online sessions. Use of social medias and online communication tools (like WhatsApp or Skype) have always been promoted when F2F communication was not possible or to complement F2F. Also digital tools for self-learning were used during the training like Busuu or Tachiscopio.

In workshop 3 the Compagnia Gommalacca Teatro was involved, in delivering the multidisciplinary workshop activities in the teater context.

For the training offer n.4, which was carried out in public places and spaces, different actors have interacted in various public contexts in which students have measured themselves in interacting with the real world, such as: public administration employees, state railway personnel, private individuals and owners of commercial activities, transport, etc.

en_GB