I confini dell'integrazione: quando le "migrazioni forzate" danno forma alla scuola

The recent migration policies have established a "natural" connection between social inclusion of the new citizens and the second language acquisition. This has reinforced the frontline role of Adult Education Centers (Cpia) in delivering and assessing linguistic education programs for migrant persons, through which Cpia are tasked with Second Language Education and certifying students' proficiency levels (according to the CEFR). The increasing presence of asylum seekers in Italy, particularly the establishment of emergency reception systems — “Centri di Accoglienza Straordinaria”— has not only reaffirmed this “natural” connection but has also led to collaborative protocols between Cpia and Prefectures, which have transformed the practices and structures of the school itself. I will attempt to analyze these transformations from a critical perspective.