Multilingual Classrooms to ‘Feel at Home’: A Viable Approach in Iran and Italy?
Parole chiave:
multiculturalism, multilingualism, teacher exchange, comparative study, diversity, inclusive educationAbstract
As globalization accelerates, migration increasingly reshapes societies, particularly impacting children who must navigate new cultural and educational landscapes. Education serves as a crucial bridge between migrants and host countries, facilitating integration, reducing discrimination, and fostering intercultural understanding. However, linguistic and cultural barriers present significant challenges, leading to learning, behavioral, and emotional difficulties among migrant students. Teachers, as key figures in inclusive education, must employ strategies that promote a sense of belonging and active participation in multicultural classrooms. This study explores strategies to overcome language barriers in multicultural classrooms. Iran and Italy are examined, considering their distinct geopolitical contexts, immigration patterns, and approaches to linguistic minorities. Through a comparative approach, the research examines the policies and practices that support migrant students’ linguistic and cultural adaptation in two culturally diverse countries. Preliminary findings suggest that Iranian and Italian educators face similar challenges despite contextual differences. The study aims to provide insights that can be adapted to diverse educational settings, contributing to a more inclusive and equitable learning environment in both countries. It sustains the concept of an intercultural pedagogy, emphasizing the importance of promoting multilingualism and respect for diversity in classrooms.
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