This study aims to reflect on the role of language proficiency in acquiring a driver's license in Italy and the linguistic difficulties faced by non-native speakers. The secondary objective is to design freely available digital resources that can contribute to the acquisition of specific language skills necessary for obtaining a license. Obtaining a driver's license is a crucial step for the integration of foreign citizens into social and work life. Several studies demonstrate that limited access to mobility correlates with reduced ability to access various resources such as education, social services, and healthcare, impacting the health and quality of life of individuals, families, and communities [1]. It is important, therefore, to ensure equal opportunities for every citizen to obtain a driver's license. Therefore, it is fundamental to consider the role of language skills in achieving this objective. Despite the stable presence of non-native Italian speakers in Italy, a significant percentage of them express difficulty in attaining adequate Italian language proficiency for daily life needs. This is especially true for adult foreigners, who are precisely the ones who need to obtain a driving license. Real integration involves supporting new citizens and residents on multiple fronts, including linguistic support, recognizing that linguistic needs are diverse and manifold and integration relies on effective assistance in various language domains in which the learner interacts [2; 3]. The first part of the research focuses on identifying the linguistic difficulties that foreign individuals encounter in obtaining a driver's license. The aim is to identify potential linguistic obstacles present in textbooks, linguistic challenges during the theoretical exam, and practical tests. It is necessary to analyze the specific language required for obtaining a driver's license, including the associated vocabulary, in order to provide appropriate linguistic support. The linguistic analysis also serves the second objective of this study, which is the design and creation of freely accessible teaching resources that enhance the autonomy of foreign candidates in acquiring the specific language skills identified in the initial phase of the research. The underlying intention of this study is to develop content that can inform policies and practices aimed at improving accessibility and equity in the driver's license acquisition process.
Keywords: Language proficiency; driver's license; foreign citizens; digital resources
References:
[1] Cullen, P., Clapham, K., Hunter, K., Porykali, B., Ivers, R. (2017). Driver licensing and health: A social ecological exploration of the impact of licence participation in Australian Aboriginal communities. Journal of Transport & Health, 6, 228-236.
[2] Minuz, F., Schramm, K., Naeb, R., Kurvers, J., Rocca, L. (2022). Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants (LASLLIAM). Council of Europe Publishing.
Abstracts must be written in English. The length of the abstract needs to be between and 170 and 450 words. Keywords and References must be included.
[3] Vedovelli, M., & Casini, L. (2016). Che cos’è la linguistica educativa. Roma: Carocci.
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