Abstract
The current process of “inclusion” of unaccompanied migrant children (UAMs) in Italian society implies various administrative steps: reception, identification, transition to a foster care home, registration in the national healthcare system and registration to special educational institutions (i.e., Centri Permanenti Territoriali) in which migrant children are subjected to a personalized educational plan. Within this process, children’s participation in language courses, in order to learn Italian, seems essential on various levels: (a) jurisprudential, providing sufficient knowledge of the language for renewal of the permit of stay; (b) functional, as thanks to the language courses level 2 (L2) minors are able to enter into working life; and (c) ethical, as the host country must guarantee certain conditions for new citizenship.