The Invisible Learners in the Classroom: Macrolevel Politics and Microlevel Experiences of LESLLA in Italy

Abstract

The increasing politicization of adult immigrant language learning in conjunction with insufficient financial resources and limited teacher training has resulted in inadequate language and literacy learning opportunities for many adult students. In 2009 and 2010, Italy enacted two pieces of legislation that require most immigrants to pass a pre-intermediate Italian language test in order to receive both temporary and permanent residency permits. This language test is mostly written. Consequently, it significantly disadvantages LESLLA test-takers. As we will show, in the anti-immigrant political context of Italy, the voices, experiences, and expectations of LESLLA students—in particular, migrant women—are largely absent from the political debate. through the discussion of a small qualitative study conducted in Rimini, Italy, we argue for the need to document women learners’ experiences in order to nuance, and perhaps even challenge, the political rhetoric that tends to privilege xenophobic and anti-immigration ideologies.