The marginalisation of heritage languages, heritage language education and heritage language teachers in Italy: Results from a case study

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 due to learning difficulties and disabilities, while largely neglecting the specific ressources and needs of students speaking heritage languages, that is, other languages 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. 15 in-depth semi-structured individual interviews were conducted with HLTs and other educational stakeholders. The data were analyzed using a structuring qualitative content analysis. The paper highlights contrasting perspectives among 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 interviews with educational stakeholders reveal the marginalisation of heritage languages, heritage language education 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.