| Summary: | The topic of illiteracy, in its various meanings and cultural conceptions, has become matter of debate among teachers of Italian as a second language (L2) as a result of migration flows towards Italy of unschooled or poorly schooled citizens. Learn how to read and how to write in adulthood and in a language that is not their own is a formidable challenge, even for the teachers who specialize in facilitating this process and transmitting even the rudiments of the spoken language. The following commentary, focusing on the case of Moroccan women in literacy courses in Turin, aims to propose some theoretical and experiential insights aimed at an interdisciplinary reflection on the subject.
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