Research tools for the analysis of linguistic and socio-cultural aspects
RiUscire used a methodology based on a participative approach aiming to produce best practices intended to meet the needs of disadvantaged groups (foreign prisoners) and the professionals, teachers and prison staff, working with them on a daily basis and dealing with linguistic and cultural diversity.. In order to achieve this objective, a research study has been carried out. The main research tools were the questionnaires administered to the main subjects involved in the study: questionnaires for detainees, for teachers and for penitentiary staff. Each questionnaire is composed by 30 – 36 items. The majority of the items is a multiple choice in order to elaborate the data statistically, except for the items devoted to qualitative research.
Inmate’s questionnaire. Questionnaire for detainees. Such questionnaires aim to describe foreign inmates’ linguistic repertoires. They are made of 30 items, contained in the general section, about social and personal data, in addition to questions aimed at the elicitation of linguistic uses and competences. Nine more questions are in the “Language and work” section since our objective is to foster labour re-integration-oriented language training. The “Language and work” section includes items particularly relevant to this study, which cover professional sector of experience in the country of origin, in other countries and in Italy as well as the evaluation of the importance of the competence in Italian to carry out work-related activities. Finally, one question asks to evaluate the Italian culture at the workplace, the latter two to investigate the usefulness of an Italian language course aimed at building the competences to be used in the workplace and to motivate the answer by pointing out the type of support which could arise, according to the interviewee, in terms of communication.
Penitentiary staff’s Questionnaire. It is made of 25 items: after some early questions made to outline the operator’s identity and education, the following questions ask about which communicative modalities are used with the detainees, which courtesy pronouns, which languages and, above all, which behaviour adopted with them in case of their misunderstanding and which tools employed to facilitate interactions. One further section is dedicated to the cultural aspects and to the evaluation of how useful is to know them in order to improve work-related activities.
Teacher’s Questionnaire. Questionnaire for teachers. The questionnaire is made of 30 questions. They had the aim to outline the teacher’s professional profile in the field of L2 (D1-D8: personal details, education, linguistic competences, work experience as a language teacher for foreigners); to set their didactic actions’ features, related problems and the class environment (D9-D20: use of materials, texts’ adaptation to didactic goals, relationship with the students and communication flows management); to know the grade of motivation and course attendance of the foreign detainees (D21-D28: classification of difficulties, typology of motivation, patterns of disturb or stimulation to teaching).
(for all countries)