Abstract Migration has become an important phenomenon in the contemporary world. In receiving countries, language policies have been put into place to offer migrants education in the national language, in order to give them tools to communicate with and to create a feeling of belonging to the local community. These policies claim to be integration policies; however, they are frequently based on a concept of languages disconnected from the notions of knowledge, culture, politics and power. Languages are shaped in a specific global order and in local practices, in which power relationships that respond to a political, social and economic world system are enmeshed. This paper uses “key-ideas” constructed from data generated in classroom observations and open-ended interviews in Padova, Italy and São Paulo, Brazil as theory promoting insights, and also reflects on the concepts of language, nation and integration. I will engage in a dialogue with the readers, stimulating reflection on encounters with the “other” and on the implications of actions when situated in contexts that are based on a homogenous concept of language, nation and culture. Moreover, through the theorization of coloniality, this article aims to offer a diversified reading of these encounters, suggesting that a process of subordination of the other is put into place by hierarchizing languages and their epistemic meanings. Together with theory, some questions will be offered to stimulate readers in the process of developing their own pedagogical activities.

中文翻译：

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移民语言教育的秩序和殖民地性恶化。否则思考的关键思想

摘要迁移已成为当今世界的重要现象。在接收国，已经制定了语言政策，以便向移民提供本国语言的教育，以便为他们提供与当地社区交流和建立归属感的工具。这些策略声称是集成策略。但是，它们通常基于与知识，文化，政治和权力概念脱节的语言概念。语言是按照特定的全球秩序和当地惯例塑造的，其中融入了对政治，社会和经济世界体系的权力关系。本文将根据在意大利帕多瓦和巴西圣保罗的课堂观察和不限成员名额访谈中产生的数据构建的“关键思想”用作促进洞察力的理论，并反思语言，民族和融合的概念。我将与读者进行对话，激发人们对与“另一方”相遇的思考，以及在基于语言，民族和文化的统一概念的情境中所采取的行动的思考。此外，通过对殖民地的理论化，本文旨在对这些遭遇进行多样化的解读，这表明通过对语言及其认知意义进行等级划分，可以实现对他人的从属过程。与理论一起，将提供一些问题来激发读者发展自己的教学活动的过程。在与“他人”的相遇以及基于语言，民族和文化的同构概念的情境中所采取行动的含义时，激发思考。此外，通过对殖民地的理论化，本文旨在对这些遭遇进行多样化的解读，这表明通过对语言及其认知意义进行等级划分，可以实现对他人的从属过程。与理论一起，将提供一些问题来激发读者发展自己的教学活动的过程。在与“他人”的相遇以及基于语言，民族和文化的同质概念的情境中所采取的行动的含义时，能够激发思考。此外，通过对殖民地的理论化，本文旨在对这些遭遇进行多样化的解读，这表明通过对语言及其认知意义进行等级划分，可以实现对他人的从属过程。与理论一起，将提供一些问题来激发读者发展自己的教学活动的过程。建议通过对语言及其认知意义进行分层来实现对另一个人的从属过程。与理论一起，将提供一些问题来激发读者发展自己的教学活动的过程。建议通过对语言及其认知意义进行分层来实现对其他人的从属过程。与理论一起，将提供一些问题来激发读者发展自己的教学活动的过程。