La lettura ad alta voce per promuovere l’empowerment nelle pratiche di orientamento in contesti interculturali: un’esperienza nei CPIA.

Abstract

In the welcoming and guidance actions, the Provincial centres for adult education and training encourage and support the participation of third Country nationals’ students through the adoption of a guidance model based on narrative thinking (Bruner, 1991; Smorti, 1994; Batini, 2001) and autobiographical (Demetrio,1998). In this perspective, in order to foster an empowerment process in the trainee, a small experience of reading aloud was promoted at CPIA in the province of Rome, in the context of a laboratory of Italian language literacy and citizenship education. The present contribution intends to highlight how the adoption of the reading aloud practice, in the context of intercultural guidance interventions, can contribute to fostering the concrete possibility of promoting an inclusive an efficacious learning environment.

            Key words: CPIA; empowerment; third country nationals; reading aloud; narrative guidance.