View in EDS

The Marginalisation of Heritage Languages, Heritage Language Education and Heritage Language Teachers in Italy: Results from a Case Study

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1507827
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1507827
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Marginalisation of Heritage Languages, Heritage Language Education and Heritage Language Teachers in Italy: Results from a Case Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Barbara+Gross%22">Barbara Gross</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Migration+and+Language+Education%22"><i>Migration and Language Education</i></searchLink>. 2025 6(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink><br /><searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2652-5984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507827
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507827
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Language Minorities
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Italy
        Type: general
      – SubjectFull: Europe
        Type: general
    Titles:
      – TitleFull: The Marginalisation of Heritage Languages, Heritage Language Education and Heritage Language Teachers in Italy: Results from a Case Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Barbara Gross
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2652-5984
          Numbering:
            – Type: volume
              Value: 6
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Migration and Language Education
              Type: main
ResultId 1