ABSTRACT

The Italian language in the ethnically mixed coastal area of Slovenia is an official language, regulated by the principle of ethnic autochthony, which recognizes the rights of linguistic minorities regardless of their number of speakers. Slovenia has been always very sensitive toward its two national minorities (Italian and Hungarian) and set up models of bilingual schools along its borders. In the official Italian-Slovenian bilingual area the “Littoral school system model” has been in place since 1959, requiring, in addition to establishing minority Italian schools, the compulsory teaching of the Italian language in all mainstream schools (Italian as L2), the teaching discussed in this paper. Nevertheless, Italian is not perceived as the language of the territory any longer; indeed, students at the end of elementary/middle school (15 years) typically reach a very low level of proficiency in Italian. Through an explanatory study based on the perceptions and perspectives of mainstream elementary/middle school Italian teachers we tried to identify the possible areas of investigation so as to understand the reasons of this decline and discover potential new ways of teaching. Moreover, examples of newly tried teaching approaches are introduced as new possible teaching and learning methods.

摘要

斯洛文尼亚种族混合沿海地区的意大利语是一种官方语言，受民族自律原则的约束，该原则承认语言少数群体的权利，而不论其说话者的人数如何。斯洛文尼亚一直对两个少数民族（意大利语和匈牙利语）非常敏感，并在其边界建立了双语学校的模式。自1959年以来，在正式的意大利-斯洛文尼亚语双语地区，实行了“沿海学校制度模式”，除了建立少数的意大利学校外，还要求在所有主流学校（意大利语为L2）中强制性地教授意大利语。本文讨论了教学。尽管如此，意大利语已不再被视为该地区的语言。确实，小学/初中（15岁）结束后的学生，其意大利语水平通常很低。通过基于主流小学/初中意大利语教师的见解和观点的解释性研究，我们试图确定可能的调查领域，以便了解这种下降的原因并发现潜在的新教学方式。此外，还介绍了新尝试的教学方法的示例，作为可能的新教学方法。