How can the online courses and material be useful?
Are you lacking the time to study Italian? Are you having difficulty in attending courses? Are you planning on giving an Italian language exam and need to practice?
The online courses and useful material will enable you: to strengthen your knowledge of the language; to do exercises and deepen your knowledge; to practice with the exam sample papers.
You can interrupt and restart whenever you want. You can decide when and how long to follow courses or to practice.
Notice: in order to apply for the long-term EU residence permit and to obtain credits for the integration agreement, it is necessary to acquire an Italian language certificate. For further information on how to obtain the certificate (courses and exams), click here.
How can I follow the online courses? How can I use the material?
You need a computer, a smartphone or a tablet.
How can I choose the most suitable course and material for me?
You need to choose on the basis of your knowledge of Italian. If you would like to self-assess your knowledge of Italian, you can use the grids of the Common European Framework of Reference for Languages: click here
-Do you have little knowledge of Italian? Would you like to practice for an A2 level test? Click here
-Do you already have a basic knowledge of Italian? Would you like to practice for a B2 level test? Click here
Further information: online language-learning tools
Linguistic competence represents a crucial factor for integration, especially with reference to the stabilization of migratory processes and the marked presence of migrant communities on a specific territory. According to what stated by the European Council, linguistic integration is a specific dimension of integration that can be defined and faced keeping into account two interrelated perspectives: on one hand, the needs of the society of arrival concerning the migrants’ learning of a second language (that is, the language of the Country of arrival); on the other hand, the migrants’ needs, their process in adapting to a new communicative and cultural environment, the reconfiguration of their linguistic register (for example, mother tongue, known languages).
In this perspective, as recently discussed at the 3rd Intergovernmental Conference in Strasburg, to work toward migrants’ linguistic integration means to plan actions and educational programmes not only of high quality, but that also keep into account the various linguistic backgrounds and the specific needs of individuals and groups.
In this context, referring to the needs and motivations of who wants to learn a second language, it is necessary to consider, on one hand, the needs of those migrants (for example workers, working students, mothers) who, due to family and work engagements, do not have much time available for studying Italian or attending Italian courses; on the other hand, more in general, it is necessary to enable the strengthening of one’s linguistic knowledge autonomously, anytime and anywhere.
On the basis of these considerations, the Migrants Integration Portal has realized a first series of online courses, websites, social networks, apps, games and test samples useful for distance learning of Italian, realized by universities, training centres, operators of the sector, experts, foreign language teaching researchers and L2 Italian teachers. Courses and material can be selected by level of competence (A1/A2 and B1/B2), by type (for example, online course vs. game) and by language of communication (that is, the language used to communicate contents, instructions for exercises, etc.).
These tools, freely accessible, enable migrants to carry out linguistic activities autonomously, to self-assess their learning through exercises and interactive games, to interrupt and restart their learning path where, when and for how long they want. Many resources have been realized in several languages, therefore they are easy to use also for who wants to reach a first basic level of competence.
In line with the models of didactics centred on the learner’s active role (for example, communicative approach, ludic didactics, learning by doing), these tools favour the development of the so-called “learner strategy,” that is techniques that can be developed autonomously in order to solve linguistic problems and that, therefore, can also be considered as a support and reinforcement for learning in class.
Taking into consideration the quickness with which the e-learning environment evolves, readers are invited to communicate any international, national and local tools and projects devoted to distance learning of Italian for foreigners by writing to RedazioneIntegrazione@lavoro.gov.it. The projects notified will be added to the Portal’s dedicated area.
(Last update: May 14, 2018)