Recent migration towards Europe is characterized by the massive presence of adults whose educational paths have been interrupted and who are thus developing literacy for the first time in a new language. A literacy test elaborated at the University of Palermo, Italy, showed that, on a sample of 774 migrants, about 30 percent could not read and/or write short words. This test assessed the learners’ abilities to read and write, whether in the Roman alphabet or in other writing systems, and whether in Italian or in other languages of learners’ repertoires. These learners with emergent literacy mostly came from sub-Saharan Africa, an area characterized by diverse forms of multilingualism, and are representatives of “connected migrants” due to the centrality of digital communication practices in their migration experience; hence, the importance of research on such communication practices. This study examined the multilingual writing on Facebook of 10 migrants in Italy with emergent literacy. Findings demonstrate that these learners engage in multilingual practices which enhance their literacy competence by adopting strategies reflecting the general process of acquisition in naturalistic contexts. However, emerging writing on Facebook does not reflect participants’ interlanguage and literacy levels elicited through the test.

最近向欧洲移民的特点是成年人的大量存在，他们的教育道路被打断了，因此他们首次以一种新的语言发展了识字能力。意大利巴勒莫大学精心设计的一项扫盲测试表明，在774名移民中，大约30％的人不会读和/或写简短的单词。该测试评估了学习者的阅读和写作能力，无论是罗马字母还是其他书写系统，以及学习者的曲目是意大利语还是其他语言。这些具有读写能力的学习者大多来自撒哈拉以南非洲，该地区以多种语言形式为特征，由于数字通信实践在移民经验中的中心地位，它们是“联系移民”的代表；因此，研究此类交流实践的重要性。这项研究检查了在意大利10名具有新兴读写能力的移民在Facebook上使用的多语言文字。研究结果表明，这些学习者通过采用反映自然主义语境中习得的一般过程的策略来提高他们的识字能力。但是，在Facebook上不断涌现的写作并不能反映出参与者通过测试所获得的中间语言和识字水平。