
Abstract
This article presents a culturally responsive pedagogical model designed to meet the needs of students with interrupted or limited schooling (SLIFE) in vocational training schools in the German Federal State of North Rhine-Westphalia. After a brief introduction outlining the context and theoretical background, this contribution focuses on the hidden challenges for these learners, arising from essential dissimilarities between the expectations of the formal school system and the learners’ prior lived experiences. Using the German situation as an example, theory-based practical pedagogical suggestions applicable to the Italian context will be offered.
Dokumententyp: | Zeitschriftenartikel |
---|---|
Keywords: | limited education ; interrupted education ; vocational training ; formal education ; SLIFE |
Fakultät: | Sprach- und Literaturwissenschaften > Department 1 |
Themengebiete: | 400 Sprache > 400 Sprache |
URN: | urn:nbn:de:bvb:19-epub-128524-5 |
ISSN: | 1970-2221 |
Sprache: | Italienisch |
Dokumenten ID: | 128524 |
Datum der Veröffentlichung auf Open Access LMU: | 26. Sep. 2025 07:56 |
Letzte Änderungen: | 26. Sep. 2025 07:56 |