The Marginalisation of Heritage Languages, Heritage Language Education and Heritage Language Teachers in Italy: Results from a Case Study
Saved in:
| Title: | The Marginalisation of Heritage Languages, Heritage Language Education and Heritage Language Teachers in Italy: Results from a Case Study |
|---|---|
| Language: | English |
| Authors: | Barbara Gross |
| Source: | Migration and Language Education. 2025 6(1). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/mle/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Native Language, Language Teachers, Language Minorities, Language of Instruction, Immigrants, Social Bias, Native Language Instruction, Multilingualism, Teacher Qualifications, Faculty Development, Teacher Role, Equal Education |
| Geographic Terms: | Italy, Europe |
| ISSN: | 2652-5984 |
| Abstract: | This paper investigates the marginalisation of heritage languages (HLs), heritage language education (HLE) and heritage language teachers (HLTs) within the Italian educational system. The inclusive orientation of Italian schools has expanded since the 1970s, with respective efforts mainly addressing students with specific educational needs arising from learning difficulties and disabilities, while largely neglecting the specific resources and needs of students speaking HLs (i.e., languages other than the language(s) of instruction). Drawing from a migration pedagogical framework, the study analyses the qualifications, training opportunities and working conditions of HLTs within a multiple case study design. Fifteen in-depth semi-structured individual interviews were conducted with HLTs and other educational stakeholders. The data were examined via using a structured qualitative content analysis. The paper highlights contrasting perspectives between educational stakeholders and national and regional guidelines. Despite national ministerial guidelines advocating for the inclusion and promotion of HLs, HLE is not systematically embedded in the curriculum and is typically initiated at the local level by municipalities or community organisations. Italy's approach to HLE is fragmented, and the results from the interviews with educational stakeholders reveal the marginalisation of HLs, HLE and its teaching staff. The findings point to a need for systematic, research-informed reforms to improve the status, conditions and professional development of HLTs and to integrate HLE more robustly into the Italian education system. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507827 |
| Database: | ERIC |
| Abstract: | This paper investigates the marginalisation of heritage languages (HLs), heritage language education (HLE) and heritage language teachers (HLTs) within the Italian educational system. The inclusive orientation of Italian schools has expanded since the 1970s, with respective efforts mainly addressing students with specific educational needs arising from learning difficulties and disabilities, while largely neglecting the specific resources and needs of students speaking HLs (i.e., languages other than the language(s) of instruction). Drawing from a migration pedagogical framework, the study analyses the qualifications, training opportunities and working conditions of HLTs within a multiple case study design. Fifteen in-depth semi-structured individual interviews were conducted with HLTs and other educational stakeholders. The data were examined via using a structured qualitative content analysis. The paper highlights contrasting perspectives between educational stakeholders and national and regional guidelines. Despite national ministerial guidelines advocating for the inclusion and promotion of HLs, HLE is not systematically embedded in the curriculum and is typically initiated at the local level by municipalities or community organisations. Italy's approach to HLE is fragmented, and the results from the interviews with educational stakeholders reveal the marginalisation of HLs, HLE and its teaching staff. The findings point to a need for systematic, research-informed reforms to improve the status, conditions and professional development of HLTs and to integrate HLE more robustly into the Italian education system. |
|---|---|
| ISSN: | 2652-5984 |
