The role of caregiver in inclusion processes of separated children: linguistic and psycho-pedagogical reflections

Great attention has been paid to human rights protection of Unaccompanied Minors (UAMs). One example is given by the several editions of Statement of Good Practice (SCEP) that provide a straightforward account of the policies and practices required to implement and protect the human rights of separated children. Nevertheless, when coming into terms with the various needs of separated children, many difficulties are experienced linked to the unawareness of the implications linguistic and cultural diversity may have. Other aspects that are not generally taken into account are the kind of relationship between the adult and the child and the capacity of understanding his/her psycho-emotional needs through empathy and contact. Finally, for the traumatic experience of the long journey, the separation from the family, the arrival to a foreigner country, they are under considerable strain. In building a framework for action and advocacy not only one has to be linguistically skilled but also aware of how a particular society works. Starting from a conception of language that implies culture, society and history, the present study aims then at analysing some major issues concerning the nature of language and the importance of a positive emotional relationship with caregivers. The starting point is that to protect the human rights of each child, it is critical to understand their circumstances and their linguistic and cultural needs. In order to uncover their stories and advocate for their best interest it is necessary not only an expertise in cross-cultural communication but also capacities at the communicative, relational and psycho-emotional level.