2. INDEX
Introduction
Sociodemographic context
Linguistic Policy
Bilingual programmes
Lizeo Internazionale Franchese
Assessment and results of bilingual programmes
Conclusions
3. Introduction
Brief introduction to the Sociodemographic context of Italy
Development of the linguistic policy
Principal Bilingual programmes of the country.
6. Sociodemographic context
Capital: Rome Political system: Parliamentary republic Year of membership to the Council of Europe: 5 May 1949 Population: 60 820 696 (2012) Population density: 200.7 inhabitants/km² Official language(s): Italian Non-nationals of total population: 7.5 % (2011)
7. Sociodemographic context
Located in the South of Europe.
North: richest area of the country.
Centre: great historical and cultural center and a large influx of tourism.
South: poorest and less developed area.
8. Sociodemographic context
-
•Parliamentary republic
-
•Dominant religion: Roman Catholicism
Plurilingual enviroment
Italian used as the main language by 90% of italian population
10. Linguistic Policy
Variety Linguistics
•Unification of Italy in 1861
•Italian became a living national language
•Nowadays almost all italians understand the national language.
Answer in political history:
11. Linguistic Policy
National language, foreign languages and RM languages.
The learning and teaching of national language (co-)funded in more than 30 countries in Europe and abroad.
The European Charter for Regional or Minority Languages
12. Linguistic Policy
12 R/M languages recognized, protected and/or promoted in official country documents or legislation: Albanian, Catalan, Croatian, Franco-Provençal, French, Friulian, German, Greek, Ladin, Occitan, Sardinian and Slovene.
Official provision in education.
13. Linguistic Policy
2010
•Italian test for immigrants requiring long term residency
2011
•Competence in Italian language became one of the key issues for the integration agreement between an immigrant and the State .
15. Bilingual programmes
•Is responsible for the structure and definition of the basic curriculum of the educational system for each level and type of centre.
The Central Government
•Italy among member countries less advanced in language learning.
Statistics of education in the European Union
16. Bilingual programmes
Summary of the type of
pre-primary education
primary education
secondary education
higher and further education
17. Bilingual programmes
•Lack of attention to other languages.
•Lack of competence in foreign languages.
•Only RM languages offered.
PRE- PRIMARY EDUCATION
•Language offered: English.
•There are other languages introduced in schools because pupils with an immigrant background.
PRIMARY EDUCATION
18. Bilingual programmes: primary education
In terms of foreign languages and teaching organization, Italy is lower than many other countries due to the lack of a coherent and explicit requirements on the level of competence that should be achieved.
lack of training for teachers of primary school in foreign languages.
Particular case: tradition of bilingual teaching in the border regions of the North of the country.
19. Bilingual programmes
Then arises as an example a Ladino Programme:
6-7 years old: German (75%), Italian (25%)
7-11 years old: German (50%), Italian (45%), ladino (5%)
20. Bilingual programmes: secondary education
•Growing wealth of the language
•English is continuing been dominant.
•Some languages such as French, German or Spanish available.
Relatively better:
It is this school stage there has been significant progress in reference to bilingual programs, which will be exposed in the next item of research.
21. Bilingual programmes: higher and further education
English stressing, once again, above the other languages.
At the universities of Rome, Milan and Trieste, range of languages relatively wide
In Further education highlights the Italian since it is the only way within public education for adults to learn the language of the society in which they live and work.
The Ministerial Decree of June 04, 2010, decreed the obligation to pass a test at level A2 of the Italian in order to obtain a residence in the long run.
Competition from Italian: requirement for living and working in Italy.
22. Bilingual programmes
Last decade of the 20th century: the Italian Government began to bet on the development of a bilingual initiatives italian-french in secondary schools.
Lizeo Internazionale Franchese.
bilingual programmes from Italian Liceos teach non-linguistic subjects in French and offer the possibility of acquiring a valid official high school degree both in Italy and in France.
24. Objectives of the programme
•Development of an intercultural mentality.
•Facilitate access to European higher education institutions.
•bilingual education as a tool to promote better learning of the mother tongue.
•Collaboration with Italian and French teachers in the same class.
25. Beginning of the programme:
First French international section introduced in 1994.
In the academic year 2003-2004, the bilingual sections gave access to about 2,800 students.
•6 in international schools with option of French
•13 in European classical lyceums (specialized in modern and ancient languages)
•2 in private centers
•1 in a municipal high school.
Currently there are 22 bilingual sections:
26. Characteristics of the programme:
Official curriculum adapted to the official French curriculum and Italian from an intercultural perspective. Since 2009, title of high school: "Esabac“ valid in both countries
•Subjects taught in French:
•French language and literature.
•non-linguistic subject.
Native teachers and in two languages.
The Ministero dell'Istruzione Universitá e Recerca supports the programme.
27. Lizeo Internazionale Franchese.
Recipients of the program
•Potentially, all centers of secondary education in the country.
Requirements to participate
•For students.
•For institutions.
28. Lizeo Internazionale Franchese.
•The Italian Ministry of education and the Embassy of France in Rome.
•The participant institutes.
Organ of decision
•One of the obstacles: the shortage of qualified teachers.
Formation of access
29. Lizeo Internazionale Franchese
Lifelong learning
•Exchange between professors Italian and French
•Exchange of good practices and teaching resources
•Organization of seminars on bilingualism
Evaluation of the programme
•Standard test to students statewide.
30. The introduction of CLIL methodology: could potentially be promising initiatives, but it is not yet possible to assess the effects.
•Important initiative for the promotion of multilingualism and language RM recognition and immigrant communities.
Recent introduction of training courses for new teachers in high school grade
31. CONCLUSIONS
It needs to be more advanced to rating both possitive and negative results.
Much work pending in the development of bilingual programmes.
Lack of teacher training.
