1. Implement language programmes that provide a clear response to adult learners with fewer opportunities (low-skilled migrants) language needs for personal, social and working life .ITALIAN HOSPITALITY SCHOOL teachers should regularly improve their knowledge and skills, to meet the latest educational knowledge and current trends in the tourism and hospitality sector. Therefore exchange of teachers experience with other European educational institutions of a similar profile is strongly recommended. 2.Support adult learners with fewer opportunities (low-skilled migrants) in developing foreign language skills. Foreign language skills (especially English language proficiency), is always the most important prerequisite for finding a job, it must contribute to make adult migrants future citizen of the world and participating in human affairs starting from the field of communication, even more so in a technologically advanced world where people now travel in global communication networks. 3.Value migrants language of origin and their unique plurilingual and pluricultural identities. It plays an important role in integration process; in a plurilingual and intercultural approach to language provision.
The growing numbers relating to migrant adult unemployment, in hole Europe but especially in Italy is in rise, this leads us to reflect on the need to develop professional and transversal skills useful for those who are called to develop workplace inclusiveness, that promotes positive outcomes on learners and workers performance, to test their language skills, such as the transferability of theory to practice, their ability to manage time and their behavioural skills. ITALIAN HOSPITALITY SCHOOL is new-born Adult educational institution, launching intercultural understanding and equal access to quality education and integration of adult learners with fewer opportunities (low-skilled migrants). Languages are an essential instrument for building intercultural understanding and social cohesion. The language or languages of the host society into which migrants are seeking to integrate, and the languages which are already part of their individual linguistic repertoire, shape their identities as active, democratic citizens. A plurilingual and intercultural approach to the teaching universal language, in our case English, ensures that languages become instruments of inclusion that unite rather than segregate people.