albanian - ERIC · The fact that the standard Albanian language today has a Tosk base offers the Albanians of the diaspora an opportunity to understand and learn it more easily

European Research Centre onMultilingualism and Language Learning

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albanian

The Albanian language in education in Italy

The AlbAniAn lAnguAge in educATion in iTAly

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2010

ISSN: 1570 – 12391st edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This regional dossier was been compiled by Giovanni Belluscio. Unless otherwise stated academic data refer to the 2008/2009 school year. All educational statistics have been provided by the relevant educational authority, unless otherwise stated.

AcknowledgementsThe author wishes to express his gratitude to all those who provided material and data through their scientific publications; to Mr. Domenico Morelli for having followed step-by-step the growth of this dossier and for having read its different versions; and to the staff of the Mercator Research Centre for having made observations and suggested additions and clarifications when needed.

From May 2010 onwards Tjallien Kalsbeek and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Irish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Kashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

Contents

Foreword ..............................................................................3

1 Introduction...........................................................5

2 Pre-schooleducation..........................................20

3 Primaryeducation..............................................23

4 Secondaryeducation..........................................24

5 Vocationaleducation..........................................27

6 Highereducation................................................28

7 Adulteducation...................................................31

8 Educationalresearch..........................................32

9 Prospects............................................................33

10 Summarystatistics.............................................36

Endnotes................................................................................37

EducationsysteminItaly........................................................44Referencesandfurtherreading..............................................45Addresses...............................................................................63

Otherwebsitesonminoritylanguages...................................72

WhatcantheMercatorResearchCentreofferyou?..............73

ContentsContents 1Foreword 31 Introduction52 Pre-schooleducation203 Primaryeducation 234Secondaryeducation 245 Vocationaleducation276 Highereducation 287 Adulteducation 318 Educationalresearch329 Prospects 3310 Summarystatistics 36Endnotes 37EducationsysteminItaly 44Referencesandfurtherreadings 45Addresses63Otherwebsitesonminoritylanguages 72WhatcantheMercatorResearchCentreofferyou? 73


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Foreword

background The Mercator European Research Centre on Multilingualismand Language Learning aims at the acquisition, circulation,andapplicationofknowledgeinthefieldofregionalandminor-ity language education. Regional or minority languages arelanguages that differ from the official language of the statewheretheyarespokenandthataretraditionallyusedwithinagiventerritorybynationalsofthatstateformingagroupnumeri-callysmallerthantherestofthestate’spopulation.Forseveralyears an importantmeans for theMercator ResearchCentreto achieve the goal of knowledge acquisition and circulationhas been the Regional dossiers series. The success of thisseriesillustratesaneedfordocumentsstatingbrieflythemostessential featuresof theeducation systemof regionswithanautochthonouslesserusedlanguage.

aim Regional dossiers aimat providing a concise description andbasicstatisticsaboutminoritylanguageeducationinaspecificregionofEurope.Aspectsthatareaddressedincludefeaturesoftheeducationsystem,recenteducationalpolicies,mainac-tors, legal arrangements, and support structures, as well asquantitativeaspects,suchasthenumberofschools,teachers,pupils,andfinancial investments.Thiskindof informationcanserveseveralpurposesandcanberelevantfordifferenttargetgroups.

target group Policymakers, researchers, teachers,students,and journalistsmay use the information provided to assess developments inEuropean minority language schooling. They can also use aRegionaldossierasafirstorientationtowardsfurtherresearchorasasourceofideasforimprovingeducationalprovisionsintheirownregion.

link with In order to link these regional descriptions with those of na-tional education systems, the format of the regional dossiersfollows the format used by Eurydice, the information networkoneducation inEurope.Eurydiceprovides informationon the

Eurydice

educATion And lesser used lAnguAges

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administration and structure of national education systems inthememberstatesoftheEuropeanUnion.

contents Theremainderofthisdossierconsistsofanintroductiontotheregionunderstudy,followedbysixsectionseachdealingwithaspecificleveloftheeducationsystem.Thesebriefdescriptionscontain factual information presented in a readily accessibleway.Sectionseighttotencoverresearch,prospects,andsum-mary statistics. For detailed information and political discus-sionsaboutlanguageuseatthevariouslevelsofeducation,thereaderisreferredtoothersourceswithalistofpublications.


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1 Introduction

language Arbërishtja (Albanianof Italy;hereafter: Italo-Albanian) isadia-lectalvarietyofAlbanianstillspokeninforty-sixArbëresh(here-after: Italo-Albanian) villages scattered in Southern Italy andSicily. Albanian is an Indo-European language1 spoken in theRepublicofAlbania,RepublicofKosovo,RepublicofMacedonia,RepublicofMontenegroandintheRepublicofSerbia(PreshevaValley);itsstandardformistheofficiallanguageoftheRepublicsofAlbania andKosovo.Albanian dialects, besides in Italy, arealsospokeninGreece,BulgariaandUkraine.FromascientificpointofviewItalo-Albanianisconsideredtobeadialectalvarietyof thesouthernAlbaniandialectcalledToskandisspokeninalargeandnonuniformlinguisticarea.TheItalo-Albaniandialectvarietyhasalwaysbeenandisstillusedaboveallinprivatelifeforfamiliaraffectsandhasacommunitariandiffusion;itisconsid-eredbyspeakersasanon-prestigiouscodeasopposedtoItal-ian,whichhasonthecontraryasocialdistributionandisusedinpubliccontextsorbusinessandisconsideredbyItalo-AlbaniansinItalyasanofficialandmoreprestigiouslanguage.

ThepresenceoftheItalo-AlbaniandialectalvarietyinsouthernItaly is due to the presence of an Italo-Albanian populationas the result of several migratory waves from the Balkans,especially from southernAlbania and the Peloponnese, afterthe Ottoman invasion of the Balkan region in the middle ofthefifteenthcentury.HavingreachedItalyAlbanianssettled inisolated, remoteand inaccessibleareasof southern Italy (theformerKingdomofNaples), inmost cases re-populating pre-existinginhabitedareas.Theirhistory,apartfromsomerecentscholarlystudies,istothisdaybasedondescriptionsfromthelateRomanticperiodaswellasonafeworiginaltextsandcop-iesoflegaldocuments2.

The twentieth-centuryAlbanianmigrantsarenotconsideredasso-calledhistoricalsettlersevenif,assomeargue,thislastmi-gratingwavecouldbeaddedtotheformerandcountastheverylastmigration.Thereissomeinteractionbetweenthenewcomers


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andthehistoricalsettlersinthesensethatsomeAlbaniannew-comersdecidedtosettleinItalo-Albanianhistoricalcommunitiesandtheystilllivetheretoday(Maddalon&Belluscio,2002).

The Italo-Albanians do not use a single and unified linguisticcode,infactthereareasmanydialectsastherearecommuni-ties.Manydialectsareverysimilartoeachother,whileothersare so different (differences in phonetics, morphology, wordforms,andsemantics)thatspeakersdemonstratesomedifficul-tiesunderstandingeachother.So theyprefer tospeak Italiantogether instead of one of the Italo-Albanian dialect varieties.Italo-AlbanianspeakersalsoprefertoswitchtoItalianwhenevertheyhavetosustainaconversationordiscussparticularissues.Thisisalsocommonbetweenspeakersinthesamecommunitywhofindthemselvesdiscussingatopicthatisoutsidetheusualdailyrange,ormattersunrelatedtoeverydaylife.

Solano (1979) developed and demonstrated a classificationandsub-divisionofthedialectsonthebasisofsomephoneticconsonant phenomena and divided Italo-Albanian linguisticvarietiesintothreemainandtwosecondarydialectgroups,thedifferencesbeingmainlyphonetic,lexical,and,inpart,morpho-logical. Savoia (1991) broadened the parameters by addingmorphologicalandlexicalelements,althoughtheoverallpicturesetoutbySolanoremainedsubstantiallyunchanged.

Italo-Albaniandialectvarieties,whilenotlikeanydialectinthehomecountry,areaseparatesystemwithmanystructural lin-guisticsimilaritiesthatbringitclosetotheToskdialectvarietiesoftheLabëriaandÇamëria(bothareasinthesouthofAlbania)andwhichrepresentsafrozenmedievalstageoftheAlbanianlanguage. It retains many archaic characteristics that havechanged over time due to prolonged contact with the Italianlanguageand itsdialects.The fact that thestandardAlbanianlanguage today has a Tosk base offers theAlbanians of thediasporaanopportunitytounderstandandlearnitmoreeasily.


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The first evidence of a written language among the Italo-Albaniansdatesfrom1592withthepublicationofEmbsuamee Krështerë (The Christian Doctrine) by the Italo-Albanianpapas (father) LucaMatranga of Piana degliAlbanesi in Sic-ily. Italo-Albanianwritershaveusedtheir local languagesincethattime,withatendencytocreateamoreelaboratelinguistickoinè(common)commencingintheearly1800swiththeworkofGirolamodeRada (1814-1903)3. It shouldbe rememberedthat intheRepublicofAlbaniaasinglealphabetwasonlyjustdevelopedin1908,andthatittookseveraldecadesbeforeitsusebecamethenorm.ButtherewerealsoobjectionstotheuseofMonastir’salphabet4intheItalo-Albaniancontextevenmorerecently (forexample,G.Gangale’s5work from thebeginningofthe60s).ObjectionswhichhavebeenbasedonthedifferentliterarytraditionandthelinguisticandculturaluniquenessoftheItalo-Albaniandialectalvarietywhencomparedtothehistorical,linguisticandculturalevolutionoftheRepublicofAlbania.

Nowadays,itcanbesaidthatItalo-Albanianisamixed-languagecodewithfrequentandnormalcode-switching,whichhasdonearelativelygoodjobretainingbothitssyntacticandmorphologicalstructuresbutwhichhasmodifiedandlostalotofitsphoneticandlexicalintegrity.Fromasociolinguisticpointofviewitsspeakersarealsodescribedasdiglossicorbilingual:theyuseItalo-Albani-aninfamiliarorcommunitycontexts,buttheyalsousestandardregional Italianatschool,outside theircommunity,orwithnew-comers living inside their community, and they can also speakthe Italian dialect of the neighbouring Italian villages. StandardAlbanianisknownonlybythosespeakersthathavestudiedandlearneditfortheirjoborforindividualculturalinterest6.

In the past, the first contact of the Italo-Albanians with theItalian languagewould takeplace in theclassroom, so that itcould be said that Italo-Albanian children were monolingualItalo-Albanian speakers until the age of six. Nowadays, eventhoughmany like to insist this is still the case, children startprimaryschoolhavingalreadyacquiredagood,ever-improving,knowledgeofItalian.


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ItisimportanttorememberthatinteractionbetweentheAlbanianandItalianlanguagegroupshasincreasedlately.ApartfromtheAlbanianimmigrantswhocametotheItalo-Albanianvillagesafterthefallofcommunism,therearenowamongItalo-Albaniancom-munities a large number of non-Albanian-speaking immigrants,i.e.youngItalianmarriedcouplesorsinglesfromItalianvillagesorcitiesthatmarriedItalo-Albanianmenandwomen.Thismeansthatchildrengrowupinbilingualfamilies.TheItalo-Albanianmi-norityisclearlynotalinguisticallyhomogeneousentity.

Out of this demographic diversity come various visions andinterestswithregardtothelocallanguageandculture,leadingtodifficultiesintakingstepstomaintainandprotectlanguage,traditions,andcustoms.

Currentlythereisnoaccurateinformationabouttowhichextentthe Italo-Albanians actively use the Italo-Albanian language,nor are there any data on current literacy levels.There is nodoubt that thecurrentsituation issignificantlybetter than thatuncoveredbyHarrison(fieldresearchintheperiod1972-1976)whenonly8%wereliterateinItalo-Albanian.Theimprovementis undoubtedly due to the increase in language teaching inschoolsasa resultofan increase in thenumberofuniversitygraduatesandawideruseofthelanguagefollowingtheintro-ductionof the lawNorme inmateriadi tuteladelleminoranzelinguistiche storiche 482/99 (came into force in 1999; Lawon the protection of historical linguistic minorities; hereafter:Law 482/99). Nevertheless, written Italo-Albanian is still notwidespread in the various social contexts, and spoken Italo-Albanianisindeclineasthelanguageisnotbeingpassedoninfamilies,whiletheItalianlanguageis.

population NowadaysItalo-Albanians live inaboutfiftycommunitiesscat-teredover seven southern Italian regionsand tenprovinces7.Becauseofthisgeographicaldispersion,Altimari…etal.(1986)havereferredtoitasalinguisticarchipelago.


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Province of Pescara Province of Cosenza

Villa Badessa *+ Badhesa Acquaformosa* FirmozaCastroregio* Kastërnexhi

Province of Campobasso Cavallerizzo KajvericiCampomarino Këmarini Cervicati+ ÇervikatiMontecilfone Munxhufuni Cerzeto QanaPortocannone Porkanuni Civita* ÇivëtiUruri Ruri Eianina* Purçilli

Falconara Albanese* FallkunaraProvince of Foggia Farneta* FarnetaCasalvecchio di Puglia Kazallveqi Firmo* FermaChieuti Qefti Frascineto* Frasnita

Lungro* UngraProvince of Taranto Macchia Albanese* MaqiSan Marzano di San Giuseppe San Marcani Marri* Allimarri

Mongrassano+ MungrasanaProvince of Avellino Plataci* PllatëniGreci Katundi San Basile* Shën Vasili

San Benedetto Ullano* Shën BenedhitiProvince of Potenza San Cosmo Albanese* StrigariBarile Barilli San Demetrio Corone* Shën MitriGinestra Zhura San Giacomo di Cerzeto Sënd JapkuMaschito Mashqiti San Giorgio Albanese* MbuzatiSan Costantino Albanese* Shën

Kostandini San Martino di Finita Shën MërtiriSan Paolo Albanese* Shën Pali Santa Caterina Albanese Picilia

Santa Sofia d’Epiro* Shën SofiaProvince of Crotone Spezzano Albanese SpixanaCarfizzi Karfici Vaccarizzo Albanese* VakariciPallagorio PuheriuSan Nicola dell’Alto Shën Kolli Province of Palermo

Piana degli Albanesi** Hora e ArbëreshëvetProvince of Catanzaro Santa Cristina Gela** SëndastinaÀndali+ Dandalli Contessa Entellina** KuntisaCaraffa di Catanzaro GarrafaMarcedusa+ MarçidhuzaVena di Màida VinaZangarona+ Xingarona

Table 1: List of the Italo-Albanian communities by province, in both Italian and Italo-Albanian (Source: G. Belluscio).* belonging to the eparchy of Lungro of Byzantine Rite;** belonging to the eparchy of Piana degli Albanesi of Byzantine Rite;+ no more Italo-Albanian speaking.


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Figure 1: Italo-Albanian communities in Italy (Source: G. Belluscio).

It was not until the second half of the twentieth century thatawider ethnic awarenessbegan to developamong the Italo-Albanians,togetherwiththeunderstandingofthenumberandlocationofthecommunities.

PESCARA

CAMPOBASSO

NAPOLI

TARANTO

POTENZA

FOGGIA

COSENZA

PALERMO

CATANZARO

CROTONE


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Today, it canbesaid that the Italo-Albaniansnotonlyhaveaclearer understanding of their geographical, historical, socialandpoliticalsituation,but theyarealsosurelybetter informedabout cultural and educational issues.This raised awarenesscanbe tracedbackboth to themany Italo-Albanian languageand cultural promotions and projects conducted by associa-tions, cultural groups, and Italo-Albanian publications, and totheworkdoneintheareasofresearchandeducationbyAlba-nianlanguageandliteraturedepartmentsintheItalianuniversi-ties,whichhavetrainedandcontinuetotrainalargenumberofItalo-Albaniansacademics.

OnlyaveryroughestimateofthenumberofItalo-AlbaniansinItalyisavailable,whichrangesbetween100,000and150,000.This isclearlyan indicativenon-realfigureas, takingthetotalnumber living in Italo-Albanian communities as the startingfigure, 15-20 % of that number which is not Italo-Albanianspeakingneeds tobededucted.Unfortunately,as there isnoagreedmethodforincludingorexcludingdescendantsofmixedmarriages,and/ornon-Italo-Albaniancoupleswhohavesettledin Italo-Albanian communities, who live inside the communi-tiesandare linguistically integrated, thefiguresbecomeevenmoreimpreciseandthetotalnumberisboundtobelowerthaniscommonlybelieved8.Ontheotherhandit isnotpossibletocount the Italo-Albanians that belong to the internal (Italian)diasporaandtheirdescendants,aswellasthoseoftheforeigndiaspora,astheyare“hidden”inthegeneralpopulationoftheplacesweretheyhavesettled(Harrison,1979b).

Populationstatisticshavebeenavailablesince1543(Zangari,1941),aswellasintheCatastionciariregisters(census)sincethemiddleoftheeighteenthcentury,andfrom1861to1921inthecensusesoftheItalianpopulationbytheIstitutonazionaledistatistica(Istat,theItalianNationalInstituteofStatistics)(Gam-barara, 1980). It was the fascist government which stoppedgathering data on the Italo-Albanian-speaking population likeonall theotherminoritygroups,and thisnegativestancehaspersisted ever since.As indicated above, it is not enough to


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simply count the number of people by community in order toarriveatthetotalnumberofItalo-AlbaniansinItaly.Thisisbe-cause:a)thepopulationofItalo-AlbaniancommunitiesisnotallItalo-Albanian speaking; b)many Italo-AlbanianshavemovedtothelargeItaliancities,especiallyafter1950,andhavebeenemigratingabroadasfarbackasthelatenineteenthcentury9.

AnotherissueyettoberesolvediswhatcriteriashouldbeusedtodefineItalo-Albanian.Thelanguageisusuallythedetermin-ingfactor,sothatanyonewhospeaksItalo-Albanianisconsid-eredtobeItalo-Albanian.However,sociolinguisticstudies(e.g.Altimari,1983)clearlyshowthateventhosewhodonotspeakItalo-Albanian can feel, and consider themselves to be, Italo-Albanian.OtherssuggestthatthedeterminingfactorisreligiouspracticeandbelongingtotheByzantineRite.

The2002annualreportoftheItalianMinisterodell’Interno(Min-istryoftheInterior)(Ministerodell’Interno,2002;hereafter:2002Report) givesa figureof 70,342 Italo-Albanian speaking resi-dentsintheforty-sixItalo-AlbaniancommunitieswhichhavebyLaw482/99establishedtheirowngeographicalboundariesandnumbers of Italo-Albanian speakers. The figure given for thenumberofcommunities,however, isnotaccuratebecausewealsofindfiguresforsomeotherhistoricalItalo-Albanianvillagesthathavelosttheiroriginallanguage,traditions,and,aboveall,do not feel as belonging to Italo-Albanian ethnicity anymore.Besides,thedefinitionofthetermItalo-Albanianspeakingisnotmentionednorhowthetotalnumberwasrealised.

A comparison between statistics collected from twenty-fourcommunities inCalabria (butonlyvalid for twenty)by the Isti-tutoRegionaleRicercaEducativa(IRRE,RegionalEducationalResearch Institute; results part of the 2002 Report) in 2001and those in the 2002 Report, shows that while, on the onehand,thetotalnumberofItalo-Albanianspeakersinthetwentycommunities is almost identical (IRRE 27,030 Italo-Albanianspeakers,2002Report27,860Italo-Albanianspeakers),ontheotherhand,acarefulexaminationoftheindividualcommunities


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shows that the responses in both cases are indisputably dif-ferent:CaraffadiCatanzaro(IRRE:849;2002Report:1,250),Civita (IRRE:450;2002Report:1,124),Lungro(IRRE:3,425;2002 Report: 2,950), San Costantino Albanese (IRRE: 835;2002 Report: 1,000). It is obvious that, once again, the re-spondents’ answers to the researchers were casual and notbasedon sound, effectivedata.Until a completeand reliablesurvey iscarriedout,eitherby thegovernmentaspartof thenextpopulationcensus,orbyindividualmunicipalities,itisnotpossibletogiveaprecisefigureofthesizeoftheItalo-AlbanianspeakingcommunityinItaly10.

language Italo-Albanianhasbeenandstillisaboveallanorallanguage.IthasalwaysbeenwidelyusedinthepublicsectorwhereItalo-Albanianspeakersworked forexample in townhalls,postof-fices,andinschoolsbetweenparentsandteachers.Therewasnever a problem about using the language in a place wheretheofficiallanguagewassupposedtobeused.Whatmatteredmostwasthelanguagemostcommonlyspokenbythepersonyouwere talking to. In the past, speaking Italo-Albanianwithstudents in class was not allowed, even when the teacherwasan Italo-Albanianspeaker. Italo-Albanianwasneverusedonofficialoccasionssuchasat towncouncilmeetings,publicgatheringsandassemblies,notbecauseofanyparticularbanbutduetoself-censorship,theimportanceoftheevent,andinorder to ensurebetter communication.Theuseof thewrittenlanguagewasnotwidespreadandeventodayisstillrestrictedtoparticular Italo-Albanianculturalpublications,and rarely forstandardofficial,semi-officialorpersonaltexts.

Onlywith the introductionofLaw482/99 (for the Italo-Albani-an community this was preceded by numerous specific draftpiecesoflegislation,bothatthenationalandtheregionallevel,which unfortunatelywere never enacted) the conditionswerecreatedwhichallowedthewrittenlanguagetobeused,option-ally,inofficialdocuments,publicschools,andlocaladministra-tions. Nevertheless, even before the introduction of this law,in some Italo-Albanian communities local administrations had

status


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introducedbilingualplacenames inurbanand ruralareas in-sidemunicipalborders.Today,localtoponymsignsareallowedbylaw.Thishasalsohappenedintheprivatesectorwithshopsignage,althoughinaverylimitedway.

In public schools at both the primary and lower secondarylevels,asearlyasthe1960s,followedbysignificantgrowthinthe1980s,extracurricular languageandcultureclasseswereavailable. These took advantage of opportunities offered byministerialpolicycircularsand/or legislationwhichwere freelyinterpretedinordertofitamultilingualcontext11.

Nowadays, despite legislationwhichallows for theofficial useofaminoritylanguageineverypossiblecircumstance,it isstillastruggletopromoteItalo-Albanianandhaveitusedwidelyindocuments and in public places aswell as in social contexts.This is especially the case forwritten language.Among otherthings,aneffortisbeingmadetohavethepostalservicerecog-niseandusebilingualplacenamesandtohavetheseusedinanyofficialdocumentproducedinsidetheItalo-Albanianspeak-ingcommunity.AmajorcontributiontoextendingtheuseofthewrittenlanguageinthecommunitiesoftheProvinceofCosenza,aswellasinafewothercommunitiesinotherprovinces,arisesfromusingthenationallegislationtoestablishnumeroussportellilinguistici,whichareinchargeofspreadingItalo-Albanianinthepublicadministrationatlocalandprovincialgovernmentlevel12.

ImportantaswellisthescientificroleandthecoordinationdonebytheUniversitàdellaCalabria(UniversityofCalabria)andtheCattedradiLinguaeletteraturaalbanese(ChairoftheAlbanianLanguageandLiterature),which,afterLaw482/99came intoforce, created a provincial coordination centre for historicalItalo-Albanian communities of the province of Cosenza.AfterbeingadoptedbyotherprovinceswithItalo-Albaniancommuni-ties,theCoordinamentoInterprovinciale(InterprovincialCoordi-nation)wasestablished,foreseenbyLaw482/99.ActivitiesplannedbytheUniversityofCalabriaareamongoth-ersvarioustrainingcoursesforcivilservantsresponsibleforthe


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provincial linguisticpolicyandaMastercourseonthetopicofItalo-Albanianlinguisticandculturalpolicy13.

status of Until1999,Italo-Albaniancouldonlybetaughtoutsidetheschoolcurriculumandasanoptional,non-traditionalsubjectinprimaryandlowersecondaryschools.Inthepast,onlyaftertheso-calledDecreti Delegati (1974; These Decrees gave public schools amodern and democratic organisation, implying the representa-tionofparentswithindecisiveschoolorganssuchastheSchoolCouncil. And gave the schools also a restricted autonomy indrawingupschool-andteaching-programmes)andwiththeop-portunitiesprovidedbylegislationandministerialpolicycirculars,itbecamepossibletoadaptacurriculumtolocalneeds,butasmentionedabove,onlyoutsidetheschoolcurriculum.

Subsequently, new secondary school programmes providedclear guidelines on themaintenance and teaching ofminoritylanguages and cultures (Decretoministeriale del 09/02/1979).Followingthislegislationandthenewopportunitiesitopenedup,non-traditionalprogrammeswereruninprimaryschools.Exam-pleswerethoserunbyC.CandrevaandC.Stamilein1976attheCerzetoprimaryschool,and inCaraffadiCatanzaro (bothinCalabria)where,accordingtoMazzei(2002),theschool,overtheyears,madeupforthelackofspecificguidelinesforthepro-tectionoflanguagesandculturesbyusinglegislativetools,e.g.1985LeggeRegionaleCalabrian.27,article4 (RegionalLaw27/85ontherighttoeducation).Othernon-traditionalteachingprogrammeswereruninSicilybyG.CucciaandGuerino,andbyC.DePadova,intheonlyexistingItalo-AlbaniancommunityintheprovinceofTarantointheregionPuglia14.

However, in view of the different political and administrativecircumstances inwhich Italo-Albaniancommunitiesfind them-selvesliving,legislationanditsimplementationvarysignificantlyfromoneregiontothenext,soit isdifficulttogeneralise.Theregions Basilicata (1998), Campania (2004), Molise (1997)andSicily (1998)havealreadyenacted regional legislation tosupport and protect Italo-Albanian communities living under

language education


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their jurisdiction. In2003Calabriahasalsopasseda regionallaw,followedbycriticismandreservationsvoicedbymanydif-ferent parties and universities. Abruzzo and Puglia have notyetintroducedanyspeciallaws.ItisclearthattheteachingofItalo-Albanianisnottheimmediateresponsibilityoftheregions,but also depends on provinces, municipalities, the teachers’willingness, school directors, universities, and cultural asso-ciations. Nevertheless, local legislative action can provide apowerfulstimulustothedevelopmentoflanguageprogrammesforchildrenand/oradults.Whenaregionprovidesadhoclawstosafeguardminorityculture,anextraordinarynumberofinitia-tivesspreadsout,aboveallbecauselocal legislationcanalsoprovidesomemoreeconomicsupport.

Ina researchcarriedout in1972byHarrisonandcolleagues(unpublished) in three Italo-Albaniancommunities in theprov-ince of Cosenza a survey (unpublished) was done on theteaching of Italo-Albanian in schools; the respondents were1,682 people who represented the general population (889menand793women).Harrison(1979b)statesthat47%oftherespondentswouldhavepreferredittobeacompulsorypartofthecurriculum,13%thoughtitshouldbeoptional,3%wantedit introduced at the higher secondary level and 36% did notanswer the question.According to Harrison (1979b), the lastmentionednumbermayindicateanimplicitlynegativepositionwhichhasnotbeenexpressedopenly,simplyoutofrespectfortheItalo-Albanianresearcherswhowereconductingthesurveyandwho–thisisknowninthetowns–wanteveryonetolearnto readandwrite Italo-Albanian. In fact theblankresponse tothisquestionwassuppliedbythoseforwhomreadingandwrit-ing inany language isanabstractconcept.Theyeitherneverlearnt to or, over the years, have forgotten the little capacitytheyhadpickedupsolaboriouslyatsomestageinthepast.

education ThereformoftheeducationsystemunderLeggen.53DelegaalGovernoperladefinizionedellenormegeneralisull’istruzioneedeilivelliessenzialidelleprestazioniinmateriadiistruzioneeformazioneprofessionale53/2003(enactedon28March2003;Lawongeneral standardsofeducationand levelsofbenefits

system


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ineducationandtraining;hereafter:Law53/2003),afterstrongopposition andheavy criticism, restructured the Italian schoolsystem to ensure a strong connection between educationand theworldofwork.Educationpathwaysare structuredasfollows: pre-school (attendance not compulsory); first schoolcycle, which includes primary school and lower secondaryschool (attendance is compulsory),andat theendof this,oncompletinganationalexamination,studentsareadmittedtothesecondcycle,ofhighersecondaryeducation,whichisdividedinto twostreams.Onestream takesstudents throughvarioushighschooloptionswhiletheotherleadsstudentsthroughvo-cationaltraining.Duringthisstagestudentscanswapbetweenstreams.Afifthyearprovidesanopportunityforstudentsinthehighschoolstreamtomoveontotertiaryeducationandtrain-ing,orpostsecondarytechnicaltraining,subjecttosuccessfulcompletionofanationalexamination.Studentscomingthroughthe vocational training stream may complete a fifth year ofstudy, sit for the national examination and subsequently pro-ceedtouniversityor,withoutcompletingtheexamination,maycontinueontopostsecondarytechnicaleducation.

private and NotalltheItalo-AlbaniancommunitieshavetheirownIstitutisco-lastici(schoolinstitutions).Whileallhavepre-schoolsandprimaryschools, lowersecondaryschoolsaremostlyannexesandonlyvery few communities have higher secondary schools (usuallypartofotherinstitutions).Mostschoolsaregovernmentrun,whilepre-schoolsarebothpublicandprivate,i.e.managedbytheItalo-AlbanianGreek-ByzantinereligiousordersfromtheeparchiesofLungroandPianadegliAlbanesi.Theliturgicallanguagesusedbythereligiousordersare(inorderofuse)Greek,ItalianandItalo-Albanian.Inothercommunitiespre-schoolsarealsooperatedbythegovernment.Foranoverviewofthesituationfourteenyearsagoseethedata,albeitincomplete,gatheredbyBelluscio(1995).

The reformof the Italianeducationsystemhas led to thees-tablishmentofIstituticomprensivi(combinedlevelschools)withthe intention to simplify school administration and increasingschoolsizes.Thisistheresultoftheenactmentoflegislationtoensureteachingandadministrativeautonomy(fromSeptember

public


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2000 onwards) and only indirectly to improve strategies, pro-grammes, and teaching activities. It has led to many schoolmergerswhichhave,partly,causedadvantagedschoolswithintheItalo-AlbaniancommunitybycreatinghomogeneousgroupsasinthecaseofDistrettoScolastico19(nineteenthschooldis-trict) inCastrovillari (Calabria)where three combined schoolswere established, unifying the commitment and hard work ofthecommunitiesofAcquaformosa,Lungro,Firmo,SanBasile,FrascinetoandCivita(Belluscio&Lentini,2002,pp.105-151).

bilingual Bilingual education is very limited. In schools where Italo-Albanian is taughta long termbilingualeducationprogrammeis not implemented. Important tomention here is the lack ofa law providing bilingual education, but also weak economicinvestmentsinteachersandeducationalmaterialsarecausingproblems. Where bilingual education is implemented, this isuncoordinatedandfragmented.Anddependssolelyonthewilloftheteacher.

administration Fromanadministrativepointofview,publicschoolsarerunbythe government. Private schools that operate under govern-ment guidelines receive government funding. At both publicand private schools Italo-Albanian may be taught by regularstaffmembersorexternalcontractorspaidfromneworexistingspecialpurpose funding.On thebasisof theirnewlyacquiredteaching autonomy, schools may apply for funding for Italo-Albanian programmes under Law 482/99 which protects therights of historical linguisticminorities in Italy. Itmust be saidthatthusfaronlyafewcombinedandindividualschoolshaveconductedItalo-Albanianlinguisticandculturecoursesforstu-dentsortrainingprogrammesforteachers.

inspection Intheareaofbilingualeducationthereisnoformofcontrolandinspection,neitherbytheschooldirectorsnorbyexternalbod-ies(e.g.ministriesandregionaleducationoffices).

Anindirectandsoft,mildverificationontheteachingpracticein

education forms


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schoolsiscarriedoutbyuniversityteachertrainersonItalo-Al-banian,whoapprehendthedifficultiesencounteredbyteachersin the classroomand to address (and partly solve) questionsconcerningteachingandtools.

This lackof inspectioncancausedisregardof the roleof thebilingualteachersandothereffects,forinstancelowersalariesofteachers.

support BoththeChairoftheAlbanianLanguageandLiteratureattheUniversityofCalabriaandtheUniversitàdegliStudidiPalermo(UniversityofPalermo)havebeenprovidingsupportstructuresandensureon-goingadvice,scientificsupport,culturalpromo-tion, and cooperation concerning educational activities. TheUniversity of Calabria has for the past thirty-five years beenacentral recourse foranyoneworking toprotectandpromoteItalo-Albanian culture in Calabria, both because its expertiseanditslocation.TheUniversityofPalermoisdoingthesamefortheItalo-AlbaniancommunitiesinSicily.

TheAssociazione InsegnantiAlbanesi d’Italia (AIADI, the Ital-ianAlbanianTeachers’Association,foundedin1965)hasalsobeenoperatinginCalabriaforalmostfortyyears.Thepurposeof AIADI is to promote initiatives aimed at preserving theItalo-Albanianheritageand toworkwith Italo-Albanian schoolcommunities to develop an appreciation of the present andhistoricalvalueofthisuniqueculture.Thishasobviouseduca-tional value, as the culture in question is of great importanceforthebalanced,personaldevelopmentofstudents.TheAIADItherefore is trying to have themother tongue, Italo-Albanian,introducedasavehicleforthepromotionoftheenvironmentalculture.However,formorethantwodecadesitappearstohavedistanced itself from the real issues of school education andexhausted its initial positive impetus. The last considerableservice to theschools is theeditionofaschoolbook forbothprimaryand lowersecondaryschoolspublishedwith theeco-nomiccontributionoftheEU15.

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2 Pre-school education

target group Pre-schooleducation ismeant forchildrenbetweenthreeandsixyearsold.Attendanceisnotcompulsory.Pupilsmayattendoneclasswithoutanyagedifferentiationorbedividedintoagegroups. Public schools charge only for some services, whileprivateschoolsmayalsochargeamonthlyfee.

structure The situation in the Italo-Albanian communities is not easyto define with any precision given the variety of geopoliticalcontexts in which they find themselves. In most cases, re-sponsibilityforpre-schooleducationlieswithlocalorprovincialgovernments. Private schools are either parity (the state ofbeing equal, i.e. they operate under the same guidelines aspublicschools)ornon-parity,andarealmostallrunbyreligiousorders.

legislation Froma legislativepointofviewallschoolsare integrated intotheItalianeducationsystem.

language use Generally speaking, the language used in public and privateschools isItalian.Albanian, in its localdialectalvariationItalo-Albanian, is occasionally used depending on personal choiceby some teachers, butonlyasa feature in theatrical, culturalevents, and singing. In the past, when children started pre-school as monolingual Italo-Albanian speakers, the primarycommitmentof theschool, responding inpart to theexpecta-tionsoftheparents,wastoteachthemItalian.Nowadays,mostchildren from an Italo-Albanian-speaking background beginpre-school education as Italian speakers, with or without apassiveknowledgeofItalo-Albanian,whileasmallernumberisbilingualinItalo-AlbanianandItalian.

Unfortunately, there isstillno legislation(unlike in thecaseofLadininthenorthofItaly)toensurethatonlynativespeakersofItalo-Albanianareallowedtoteachatpre-schoollevel.Schoolswhichdonothavenativespeaking Italo-Albanian teachersonstaffareobligedtolookoutsidetheschoolwhenwantingtorun


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Italo-Albanian languageprogrammes.This causesa rangeofproblemswhichoftenleadstotheabandonmentoftheidea.

Private pre-schools run by female religious orders (belongingtotheeparchiesofLungroandPianadegliAlbanesi,Catholicsof theEasternRitesChurch),evenwhereteachersarenativespeakersofItalo-Albanian,donotappeartoshowmuchinter-estinteachingItalo-Albanianorusingitasmediumofinstruc-tion.ThismightbecausedbytheincreasinghostileattitudeofmostparentstowardstheuseandlearningofItalo-Albanianinschools. Parents consider the Italo-Albanian linguistic variety(as well as culture) of lower cultural status, and they do notconsiderthislanguageaspracticallyusefulinthemodernandglobalisedworld; they consider studying and learningEnglishasthebest.

Notable at the moment, in particular after the introduction ofLaw482/99,isanincreaseofon-goingoroccasionalactivitiesinvolving the teachingof Italo-Albanianand the recovery,pro-tectionandtransmissionofthelocalItalo-Albanianculture.Thisonlyholdsforthepublicschools.Hereparentshavefewerpos-sibilitiestobeopposedtothedecisionsofschools.Forprivateschoolsparentshave topayamonthly feeandare thereforeabletoexpresstheirwishes.

teaching Untiltodaynospecificteachingmaterialandbookshavebeenpublishedforpre-schoolpupils.

statistics AsaresultofthegeneraldeclineinpopulationthroughoutItalythere isnowaworryingdropinschoolpopulation.Thisdevel-opmentisevenmoresignificantintheItalo-Albaniancommuni-ties,partlyduetoyoungerfamiliesmovingtonon-Italo-Albanianspeaking centres for work and better opportunities. Hencesome schools have to run composite classes. To understandthe situation, all one needs to do is examine census figuresof Istat from 1951 to 1991. For a community such as SanCostantinoAlbanese(in theprovinceofPotenza),numbersofchildreninthe0-5age-rangeare:1951:193;1961:183;1971:

material


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112;1981:64;1991:35.The1991figureshowsanaverageofsevenchildrenperageyear from0 to5or3.3%of the totalpopulation-in1951itwas10.9%(Orofino,2001).Inthepasta very high percentage of these children were Italo-Albanianspeaking but in these last years they are above all ItalianspeakingeveniftheyareofItalo-Albanianorigin.

Officialfiguresarenotavailableforschoolattendance,norarethereanygeneraldataon the languagestatusof studentsorhowmany students are involved in studying Italo-Albanian inschools where programmes are being run. This also appliestotheotherlevelsofschooleducation.TheissueofcollectingstatisticsisyettobesolvedandmustbetackledtogetherwithacomprehensivesurveyofalltheschoolsintheItalo-AlbaniancommunitiesinItaly16.


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3 Primary education

target group Primaryeducationismeantforchildrenbetweensixandelevenyearsold.Fromthe2003-2004schoolyear,childrencanalsobeadmittedtoprimaryschoolsattheageoffive,afterthewishoftheirparents.

structure There are no private primary schools in Italo-Albanian mu-nicipalities. School programmes follow ministerial guidelinesbutschoolautonomyallowsprogrammestobeadaptedtosuitthe special languageand cultural needsof thedifferent Italo-Albaniancommunities.

legislation ThelegislationisthatoftheItalianeducationsystem.

language use The languageof thecurriculum is Italian.SomeschoolshavestartedteachingItalo-Albanian(eventhoughthismayonlycon-sistofbasicliteracyskills),rangingfromthelocalvarietytothediscoveryandexplorationof the standardAlbanian language.Those schools provide the opportunity to learn the language,butonlyfortwo-threehoursperweek(andveryoftenforonlyonehourperweek).Italo-Albanianisnotthemainteachinglan-guageandisneverusedtoteachtheothersubjects.Formerly,Italo-Albanian was taught as extra-curricular subject. Today,thankstoLaw48/299,itcanbetaughtasasubjectbut,assaidbefore,itdependsontheparents,i.e.itisafacultativesubject.

teaching Since the 1960s various school books concerning teachingItalo-Albanian have been published (Gangale, 1964; GollettiBaffa,1977and1979).Themostmodernonesarepublishedafter 2000, e.g. Udha e mbarë (Mandalà ...et al., 2001) andAlfabetizzazionearbëreshe (Bruno ...etal.,2000).No reprintsorneweditionsaremadeuntilnow.

Thereisnoofficialinspectiononthebookscontentandlinguis-ticstandards,ashappensforbooksadoptedbyItalianschools,by theMinisterodell’Istruzione,dell’UniversitàedellaRicerca(MinistryofPublicEducation).

statistics Therearecurrentlynoofficialstatisticsavailable.

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4 Secondary education

target group Attendance at lower secondary school is compulsory for stu-dents between eleven and fourteen years old, who studysubjects relevant to a broad education. After three years offormation students receive a certificate and start their highersecondary education or vocational training in preparation forwork.

Education is compulsoryup to theageof fifteen.Highersec-ondary education is not compulsory and offers students theopportunitytochoosethestudypaththatismostappropriatetotheireducationalneedsandinterests.Highersecondaryeduca-tionlastsforfiveyearsandthecertificateissuedattheendofthatperiodadmitstoalluniversityfaculties.

structure LowersecondaryschoolsinalmostalltheItalo-Albaniancommu-nitiesaregovernmentoperated.Compared toBelluscio’s1995findings,manyschoolswhichwerethenautonomoushavenowbecomeannexesofotherschools(bothinItalo-Albanian-speak-ingandnon-Italo-Albanian-speakingmunicipalities)followingthereformofthefinancialandeducationalsystemsofrecentyears.The financial and programme restrictions arising from schoolmergersmayinsomecasescreatedifficultiesfortheimplemen-tationofparticular teachingandlearningprogrammesaimedatenablingstudentstomaintaintheirlocalculture.

Most Italo-Albanianstudentsattendhighersecondaryschoolsoutsidetheirowncommunity.Inafewcaseshighersecondaryschoolsareavailableinthelargercommunities,suchasSpez-zanoAlbanese, San Demetrio Corone, San Marzano di SanGiuseppe,PianadegliAlbanesiandLungro.WiththeexceptionoftheLiceoClassicoStatale(typeofhighersecondaryeduca-tion in Italy) inSanDemetrioCorone,whichhasanAlbanianlanguageandliteraturecoursefoundedinthenineteenthcen-tury(closedandthenreopenedin1892withGirolamodeRadaas itshead),andwhereunfortunatelycoursesat themomentare optional. It appears that (Italo-)Albanian is presently not


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taughtelsewhere,norisitlikelythatitwillbeusedinthenearfutureasamediumofinstruction.

Duringthe2002-2003schoolyeartheLiceoScientificoStatalein Paola (an Italian speaking city on the Tyrrhenian coast),received funding from the regional government to runa thirtyhourAlbanian language and culture programme. The coursewas run in theafternoonsasanon-traditionalprogramme forItalo-Albanian students from the nearby community of Falco-naraAlbaneseandsupportedthroughacloserelationshipwithShkollaeMesmePjeterMeshkalla (PjeterMeshkallasecond-aryschool),asisterschoolinShkodër,Albania.

Thistrialwaspartoftheculturalexchangeprogrammesetupalmosttenyearsagobetweentheseschools.Thecourseend-edwithabilingual(AlbanianandItalian)theatricalperformanceputonby thestudents, theirAlbanianguestsandmanyotherItalianandItalo-Albanianstudentsfromothercommunities.Thecoursewasfundedbytheregionalgovernment.

legislation The only state course ofAlbanian language and literature attheLiceoClassicoStataleinSanDemetrioCoroneisregulatedaccordingtotheeducationalstandardsoftheItalianRepublic.In2007,theUfficioscolasticoregionaledellaCalabria(CalabriaRegionalSchoolOffice)hassentadraftproposalforthecrea-tionofaregionalrankingfortheteachersoftheItalo-Albanianlanguage and literature. However, this proposal is never fol-lowedup.

language use Compared to primary school, we know that the teaching ofItalo-Albanian in secondary schools is not very widespread.Again, there are no official statistics.Where Italo-Albanian isavailableitisonlytaughtasasubjectandisneverthemediumof instruction. Cultural activities and initiatives, or researchlinkedtothelocalculture,aremorecommon.Teachersinsec-ondaryschoolsrarelyspeakItalo-Albanianasafirst language(i.e. thosewith Italo-Albanian origin andable to use oral andwritten Italo-Albanianare less than those inprimaryschools),noraretheyofferedanyspecialincentives.


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teaching Forlowersecondaryschool,theonlyteachingmaterialconsistsofUdhaembarë(Mandalà...etal.,2001)andAlfabetizzazionearbëreshe(Bruno...etal.,2000),whicharedesignedmoreforprimaryschool than forsecondaryschool.No reprintsorneweditionsaremadeuntilnow.

statistics Therearecurrentlynoofficialstatisticsregardinglowersecond-aryschool.NoraretherestatisticsonItalo-Albanianstudentsinhighschools(highersecondaryschools)outsidetheircommu-nities,orstatisticson thenumberofstudentsattending Istitutisuperiori(colleges)intheaforementionedcommunities.

material


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5 Vocational education

target group Vocational education is meant for students who already de-cided not to pursue further studies after completion of lowersecondaryschool.Theyentertheworldofworkthroughvoca-tionaltrainingprogrammes.

structure Coursesareusuallyrunattheregionalorprovinciallevel,varyinlengthandhaveavarietyofpurposes.

legislation Therearenospecific lawsconcerningvocationaleducation inItalo-Albanian.

language use Neither Italo-Albanian language classes nor the use of Italo-Albanianasmediumof instruction isavailabletochildrenwithan Italo-Albanian background. The medium of instruction isalwaysItalian.

teaching Noteachingmaterialexists.

statistics Aspreviousmentionedtherearenoofficialdataavailable.Notethat courses are not designed specifically for Italo-Albanian-speakingstudents,areusuallyonlyheld in the larger centresandthatthesekindsofstatisticswouldbeneitherpracticalnoruseful.

material


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6 Higher education

structure Thereformoftheuniversitysystem,initiatedin2003afterlivelydebateanddisagreementintheacademicworld,ledtothees-tablishmentoftheso-calledshort,orfirstlevel,degreegrantedafter three years of study, and a specialised or second leveldegreeafterafurthertwoyearsofstudy.

There are no specific post-secondary education structuresavailabletoItalo-Albanianstudents,noraretheyabletolearn,practiseandimprovetheirItalo-Albanianbyattendingagovern-mentuniversity.OnlyintheuniversitiesthathaveChairsoftheAlbanianLanguageandLiterature,AlbanianPhilology,andAl-banianDialectology(liketheuniversitiesofCalabria,Palermo,Rome,Naples (alreadysince1900),Lecce,Bari,andVenice)arestudentsabletostudythesesubjectsformally.Itshouldbenotedthatthesesubjectscannowadaysbeincludedasoptionsinanydegreecourse,includingforexamplesciencedegrees.Itisonlyintheabovespecialisedareasthatstudents,apartfromstudyingtheAlbanianlanguage,mayalsoattendclassestaughtin Albanian and sit for examinations conducted in Albanian,thanks to the presence of Albanian or Italo-Albanian lectur-ers.On completion of their studies, students often choose toprepareanddefendadissertation17onanItalo-Albaniantopic,thusprovidingasignificantcontributiontotheadvancementofknowledgerelatedtotheItalo-AlbaniancommunityinItaly.

In the 1991-1992 academic year for the first time in Italy aPhD in Albanian studies was established. For the last cyclein 2002 this doctorate has been available at the universitiesof Calabria, Palermo and Tirana. Italian, Italo-Albanian andAlbanianstudentswillbeable tostudyAlbanian linguisticandliterarysubjectsat thehighest tertiary level. InFebruary2004thecoursesof thefirstpost-universityMaster forFormatoridilinguaArbëresh (Italo-Albanian language trainers) at theUni-versità degli Studi della Basilicata (University of Potenza) forItalo-Albaniangraduates fromvarious regionshavestarted, asimilarMaster started earlier at theUniversità degli Studi del


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Molise(UniversityofMolise).Finally, inFebruary2009,anewMasterstartedattheUniversityofCalabria(MasterDisecondolivelloinoperatorelinguisticoeculturalediareaarbëreshe).

TheuniversitiesalsoprovideadviceandsupportinthetrainingofteachersandItalo-Albanianlanguageandculturespecialistsforprimaryandlowersecondaryschoolswhichhaveintroducedsuchcourses.

legislation There are no specific laws concerning higher education inItalo-Albanian.

language use Albanian(inparticularstandardAlbanian)isusedforlanguageandliteratureclasses,butitalternateswithItalian,andonlyincourseswithanAlbanianfocus.

teacher training (pre) primary training Reference has already beenmade above to training and on-

going professional development of teachers. There are nostructured training programmes, nor is training compulsory.Training relies on schools taking the initiative to run specificcourseswhich have no continuity and that are of short dura-tion.Thegeographicaldistributionofteachersmakesitdifficultto bring together large enough and varied groups to enableparticipants to discuss and compare experiences outside thenarrowenvironmentoftheschoolorinstitutetowhichtheybe-long.There isaneed for regular intensiveresidentialcoursesdesignedspecificallyforItalo-Albanianlanguageteachers,andnot just forany teacherswhoare“interested” inAlbanianandItalo-Albanian language and culture, as happens at the mo-ment.While the trainingcourseswhichhavebeenconductedoverthepasttwoyearshavecontributedtoanimprovementinItalo-Albanian literacyskillsand inotherareassuchasteach-ing skills, linguistics, literature, andhistory, these coursesdidnotaimdirectlyatraisingthelevelofskillsoftheteacherswhoare involved in teaching Italo-Albanian language and culturein schools.Therearenowan increasingnumberof languagecoursesduetothepossibilitiesproducedbyLaw482/99.


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secondary training Therearenotrainingcoursesforteachersinhighersecondary

schools,whilethefewlowersecondaryschoolteachersusuallyattendtrainingdesignedforthelargergroupofprimaryschoolteachers.

in-service training Therearenotrainingcoursesasin-servicetrainingavailable.

statistics Nostatisticsareavailable.


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7 Adult education

Therearenoadultcoursesaimedatthegeneralpopulation.Insomecases(e.g.inAcquaformosa,Pallagorio,SanCostantinoAlbanese,VenadiMaidaandCaraffadiCatanzaro)therehavebeencoursesforlocalgovernmentstaffundertheprovisionsofLaw482/99,but,e.g. inthecaseofCaraffadiCatanzaro, theemployeesdemonstratedaverylowinterestalsobecausehalfofthemwerenotItalo-Albanianspeakers.


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8 Educational research

AstheItalo-Albanianlanguagehasonlybeentaughtinprimaryandlowersecondaryschoolsforthree-fouryears,itistooearlyto assess the outcome. In a few years time, when hopefullyItalo-Albanian will be taught more widely and after studentshave several years of learningbehind them, anevaluation ofthe impact of including Italo-Albanian as part of the regularschoolcurriculumwillhavetobecarriedout.

Withrespecttothepast,numerousstudiesareavailable,someofwhich have been referred to above, on the socio-linguisticsituationandonthestateofteachinginschoolsattendedbytheItalo-Albaniancommunity.Forthisparticularaspect,andforallotherissuesdiscussedhere,seeJochalasbibliography(1996)andtheAltimariandSavoiamonograph(1994).Inrecentyears,thereseemslittleinterestinthesefundamentalissues,yetthereoughttobemoreresearchanddiscussion,especiallyinthear-easofteachingingeneralandlanguageteachinginparticular,as a result of the milestone decision to make Italo-Albaniana part of the school curriculum in the years of compulsoryschooling.


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9 Prospects

Suddenly, for theAlbaniansof Italyat the turnof thecentury,schooleducationhasgonefrombeinganinstrumentoflinguis-tic“repression”,onethatenforcesthesupremacyofanofficiallanguage, toan instrument thatoffersprotection to their locallanguageandcultureandpromotesethno-linguisticdiversity.Itnowseemsthatonlytheschoolsystemandincreasinglevelsofliteracycanprolongthelifeoftheselocallanguagesand,asaresult,alleffortsarebeingmadeinthisdirection.Unfortunately,however,therealproblemhasmainlytodowithnumbers.Thecommunity’spopulationhasagedandlessyoungcouplesaresettling in Italo-Albanian villages, withmany choosing to set-tle in the outlying non-Italo-Albanian urban areas. The deathratehasincreased,thebirthratehasdropped,therehasbeenan alarming reduction in enrolments in pre-schools and pri-maryschools,andcompositeclassesaremakingacome-back.Giventhisprofounddemographicandstructuralchangeinthesocialenvironment,thelowproportionofyoungspeakerswhohavereceivedaschooleducationwillnotbeadrivingforceinkeepingaliveItalo-Albanianlanguageandculturesothatitcanbesavedfor thenextgeneration.Thecensusof2001(IRRE)providessomecrucialfigures.InCalabriaalonetherehasbeenasteadyreduction,comparedto1991,inthesizeoftheItalo-Albaniancommunity: in theprovinceofCosenza, thegeneralpopulationhasdecreasedby2.3%comparedto10.21%initsnineteenItalo-Albanianspeakingmunicipalities.IntheprovinceofCrotonethereductionwas3.4%comparedto23.2%inthethreetownsofCarfizzi,PallagorioandSanNicoladell’Alto18.

Until ten-fifteen years ago Bolognari’s analysis (1978, p. 58)would still be experienced as provocative and unacceptable.Now, thirty years later, it seems sadly prophetic. Bolognaristates that introducing the teaching of Italo-Albanian in theschoolsofItalo-Albanianvillageswouldseemtobeanartificialandgenerallydemagogic initiative. Inschools thatareempty-ing,incommunitieswheretheoverallsizeoftheschoolpopula-tioniseverdiminishing,andwherethenumbersthatcomplete


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compulsory schooling are dropping, it doesn’t make muchsensetointroduceItalo-AlbanianifitsonlyormainresultistoteachliteracyskillsinItalo-AlbanianaswellasinItalian.

Undoubtedly though, as things stand, it is on literacy thatwemust insist if we are to try to reverse the trend. The futuredependson this initialeducational investment,onabandoningoldperspectivesfornewones.Thereisnodoubtthattheworkbeingdoneinschoolsmustbeaccompaniedbyotheractivitiesco-ordinated by governmental, cultural and religious entitiesat the local level.The transformation of Italo-Albanian fromaschool subject into a vehicular language is a compulsory de-velopmentstagetobereachedinthenearfuture,especiallyatpre-schoollevelandinthefirsttwoyearsofprimaryschooling,giventhefewercurriculumdifficultiesatthislevel.

Ifuntil recently it hasbeenobvious that Italianwasasecondlanguage, can this still be claimed with any certainty?Whilevisiting a number of Italo-Albanian communities in Calabria,Basilicata, Puglia andMolise, it is possible to see the effortsthatarebeingputintoprimaryschoolsand,insomecases,pre-schools.Unfortunately,theseeffortsdonotextendbeyondtheschoolsthemselvesanddonotseemtohaveanyimpact.F.Al-timariisrightinsuggestingthataftercenturiesofdiscriminationandunceasingpressurefromtheofficial language,wecannotexpectan immediate reversalof the trendbutwewillhave toworkhardfordecadesbeforeseeinganyresults(conversationwithauthor). In themeanwhile, in thestreets,parents,grand-parents, aunts, and uncles who speak Italo-Albanian amongthemselves,turntotheirchildrenandgrandchildrenandspeakin Italian. Perhaps passing on the Italo-Albanian heritage isbreakingdownrighthereandnow.

Giuseppe Gangale’s vision (Gangale, 1976) included a pro-posal for saving the dying communities in central Calabria.He recommended that Italo-Albanian be the only languageusedandtaught inpre-schoolsandprimaryschools.Aradicalsuggestion.According toGangale,childrenwouldstillbeable


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to learn Italianoutsideschoolbecauseofsocialpressureandwouldstillhavetimetostudyitformally,makingupanyshortfallin learning.With thegeneraldismantlingof the language, thisprocesscouldentailsomesuccess,but theremightalsobeabacklash,fromthefamiliesthemselves.

If the future lies in the numberswewill have to stop popula-tion decline, closure of schools, post offices, and other in-frastructure, keeping families together and supporting them,educatingadults aswell as children, developing structures topromoteeducation,andsolveproblemsinthehopethatexist-ing structures will be re-vitalised.We will also have to insistthat the two eparchies contribute by using Italo-Albanian intheir liturgy and other areas. Now that Italo-Albanians havethelegislativeandoperationaltools,textbooks,trainedschoolstaff, education strategies, research, co-ordination betweenmunicipalities,andlanguagedesks,theyhavetoworkquickly.Theyneedtopromoteculturaldiversityaspersonalandsocialenrichment,emphasisingthefactthateventhelesswidespreadlanguageshave their intrinsicstatusandvalue.Theyneed toexpand the number of official occasionswhere Italo-AlbanianisusedalongsideItalian,increasethenumberofItalo-Albanianlanguage teachers at every level of schooling, improve theirtraining throughmore focused strategies, increase classroomhours, and ensure Italo-Albanian language and culture aretaughtwithout interruption.Continuity is particularly importantfrompre-school to lowersecondaryschool,as inmostcases,aftermovingtohighersecondaryeducation,studentscontinuetheirstudiesinanon-Italo-Albanian-speakingenvironmentandthereisnofurtheropportunityforeducationalinvestment.


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10 Summary statistics

Withoutanyofficialstatisticsitisnotpossibletoprovideacom-prehensivestatisticaloverview.


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Endnotes

1 Albanian,firstidentifiedasbelongingtotheIndo-EuropeanlanguagebranchbyFranzBoppinhis1854studyÜberdasAlbanesische in seinen verwandtschafliche Beziehungen(published inBerlinbyJ.A.Stargardt in1855), isdividedintotwolargedialectgroups:theGegdialectspokeninthenorthandinthenorthernpartofcentralAlbania,inKosovo,Montenegro,andMacedonia,and theToskdialectspokenin thesouthand in thesouthernpartofcentralAlbania, insouth-westernMacedonia, in somepartsofGreecealongthe southern Albanian border, Boeotia and the Pelopon-nese,aswellasinItaly.Since1944,thestandardorofficialAlbanianlanguagehasbeenbasedonthesoutherndialect,i.e. ithasaToskbase,evenif inthepastthelanguageoftheStateundertheCommunistdictatorshipwassaidtobeconsisting of both principal dialects, equally combined, toformthenationalstandardlanguage.

2 An early description of the customs and language of theItalo-AlbaniansinCalabriaistobefoundinMarafioti(1595);alsoworthnotingistheworkbyRodotà(1763),especiallythe third volume, and finally Zangari (1941) on the Italo-AlbaniansinCalabria,aswellasPrimaldoCocoandEmidioTomai Pitinca on the Italo-Albanians in Puglia (Panareo,1996).AfterZangari, apart froma feworiginal documentsthat can be found in the archives, historical research onItalo-Albanians amounts to the repetition and reorganisa-tionofalreadyknownmaterial.Mandalà (2007)discussednewmaterialaboutthehistoricalpathduringthelastthreecenturies.

3 It is now possible to consult De Rada’s original editionsonline:http://www.albanologia.unical.it

4 In the first decade of the twentieth century,Albanianwaswritten in three different scripts: Arabic, Greek and Ro-man, and inmultiple orthographies. In 1908 fiftyAlbanian


38

delegatesgatheredinthecentralBalkancityofMonastirtoagreeuponascriptandanorthographyfortheirlanguage.

5 G.Gangale’s scientificproduction isnowavailableonline:http://www.mondoarberesco.it.ForacompletebibliographyandadiscussionofGangale’sopinionontheItalo-AlbanianvarietyandontheItalo-AlbaniansseeBelluscio(2007).

6 According toHarrison (field research in1976, reported in:Harrison,1979b),only26.4%of the teachers interviewedsaidtheycouldreadandwriteItalo-Albanian,whilean1972survey (unpublished), carriedoutonamixedgroupof re-spondents,foundthatonly8.9%couldreadandwritebothItalianandItalo-Albanian.Therearenoup-to-datefigures.

7 Ofthesecommunities,sixarefrazioni(civilparishes)ofIta-lo-Albanianmunicipalities (Cavallerizzo andSanGiacomodiCerzetoarefrazioniofCerzeto,MarriisafrazioneofSanBenedettoUllano,MacchiaAlbanese is a frazione ofSanDemetrioCorone,Eianina is a frazione of Frascineto andFarneta is a frazione of Castroregio). Three communitiesare frazioni of non-Italo-Albanian municipalities: Vena diMaida (a frazione ofMaida), Villa Badessa (a frazione ofRosciano) andZangarona (a frazione of LameziaTerme).The municipalities of Santa Caterina Albanese and SanMartinodiFinita,ontheotherhand,havenoItalo-Albanianspeakingfrazioni.

Pleasenote that thesedifferencesexistonlyatanadmin-istrative level, a frazione is a local entity depending byanother village that is the administrative centre and thattogetherwith the frazionimakes up amunicipality.All thefrazioni are Italo-Albanian speaking,with the exception ofthose twoofSantaCaterinaandSanMartino thatarenotItalo-Albanianspeakingbutdependbythemforthepoliticaladministration.

8 We have good (even if not fresh) official data from theFrascineto community (province of Cosenza, Calabria),


39

publishedlocallybypapas(father)Scaravaglione,theparishpriest,whichdescribes thesituationat31December2003andwhichmay also be indicative of the situation in othercommunities. Of a total population of 1,960 inhabitants atthat date, therewere 477 families ofwhich 258 (54.1%),i.e.amajority, consistedofmixedcouples (233=48.8%)or couples where the parents were bothmigrants of non-Albanianorigin(25=5.4%).Ofthemixedfamilies25.1%(i.e.120)includedanimmigrantfatherofnon-Albanianoriginand23.9%(113)hadanimmigrantmotherofnon-Albanianorigin. The children of the mixed couples made up 434(22.1%)of the total numberof inhabitants,while the chil-dren of coupleswhere both parentswere of non-Albanianorigintotalledsixty-sixinhabitants(3.8%ofthepopulation).Overalltherewerefivehundredchildren(25.5%)ofmixedcouplesandimmigrantcouples,i.e.alittleoveronequarterof the totalpopulation.The totalnumberof inhabitantsnotoriginallyfromtheareaatthatdatewas344,i.e.17.55%ofthetotal.Itisworthnotingthatthissituationisalreadybettercomparedtoothercommunities,wherethenumberofimmi-grantsofnon-Albanianoriginismuchlargerthantheabovefigures. The population trend seems clear (general strongdeclinethroughoutallcommunities–seetheparagraphonpopulation), as does the breaking down of language useandculturalpractice,broughtaboutbyanon-going,growingpresenceofnon-Italo-Albaniansinsidethecommunities.

9 There is no better study of Italo-Albanian demographicsthanthecomprehensiveresearchcarriedoutbyGambarara(1980).Thisstudyanalysestwoperiodsbyusingthepopula-tioncensusesheldbetween1861and1921whicharethencombinedwithandcomparedtostatisticsgatheredbyKlausRother in1966 (Rother,1968).Somefiguresgatheredfirsthand in the municipalities of Milan, Genoa, Bologna, andin three outlying Milanese districts (Garbagnate, CiniselloBalsamoandColognoMonzese)areavailable inBolognari(1989).SomemoredataisgiveninDeBartolo(1988,1989;DeBartolo&Stranges,2008)andBelluscio(1988).Fordata


40

on the presence of Italo-Albanians in other Italian regionsand cities and the proportions of Italian and non-Italianspeakingpopulations(includinginformationaboutother,non-languageandnon-cultural,aspects)seeTagarelli(2000)andTagarelli(2004).Forasociologicalanddemographicdiscus-sionofItalo-AlbanianmigrationseeBolognari(1989).

10 Itisnotcleartowhatextentitisthegovernmentwhichdoesnotwantthenon-Italianspeakingpopulationcounted,orifitareinsteadtheindividualminoritygroupswhoarenotveryinterested inapropercountof theirnumbers, for fear thatthenumberswillbefoundtobemuchlowerthanthosecur-rentlyacceptedasbeingindicative.

11 Someexamples: · Ministerial circular: Circolare Ministeriale n. 54 del

22/02/1977,abouttherefreshercoursesonthemethodol-ogytohandlethedifficultieswhichtheItalo-Albanianpupilsarefacing;

· Newprogrammes for lowersecondaryschoolscameintoforceafterDecretoMinisterialedel09/02/1979(ministe-rialdecree);

· Minoritydidactics(quitenew) i.e.possibilities for Ital-ianstolearnItalo-Albanian(Famiglietti,1979a);

· Article 2 of Legge n. 517 Norme sulla valutazionedegli alunni e sull’abolizione degli esami di riparazionenonchéaltrenormedimodificadell’ordinamentoscolastico(04/08/1977)(Rulesontheassessmentofpupilsandontheexaminations);

· Ministerial circular: Circolare Ministeriale n. 169 del21/07/1978,abouteducationalprogramming.

Thanks to theseandother (notmentionedhere) legislativepossibilities, from the 1970s on, experiments were startedon teaching Italo-Albanian at primary and lower secondaryschools. These include: In 1977 the Circolo Didattico ofSanDemetrio Corone accepted Italo-Albanian teaching onprimary schools in San Demetrio, Macchia and Santa So-fia (lecturer: papas (father) Giuseppe Faraco). Since 1978


41

complementary activities were developed using the Italo-AlbanianvarietywithspecialisedteachersatthepubliclowersecondaryschoolsofCivita,Frascineto,LungroandAcqua-formosa.In1981Italo-AlbanianwastaughtatthesecondaryschoolofCaraffadiCatanzaroasanoptionalsubject(teach-ers: Bubba Domenico from Vena di Maida, G. Comi andG.Trapasso fromCaraffa di Catanzaro).More sustainableand organic experiments are those in Vaccarizzo PrimarySchool(teacher:GiorgioMarano),themunicipalityofCerzeto(teachers:CaramelCandrevaandCarmineStamile)and inSanMarzanodiSanGiuseppe(provinceofTaranto,teacher:CarmineDePadova).Besidestheseactivitiestosupportthestudents, there are also training courses for teachers, e.g.theone initiatedasearlyas in1955-1957 in theItalo-Alba-nian community atSicily (mentioned in the section culturalnews of Shêjzat 2-3/1957, p. 92), that of 1973 (training ofItalo-Albanianlanguageandliteratureforteachersofprimaryschools) held in Lungro (1March - 31May, six hours perweek,teachersamongothers:papasFrancescoSolanoforlanguage,papasPietroM.Tamburi for literature,DomenicoCassiano forhistory,papasMinisci for traditionsandV.Mi-nisci on folklore and education) (mentioned in the sectionculturalnewsofZëriiArbëreshëvet,1973-1975,p.37).Inthemeanwhile, associations, that support these didactical ex-periments,aresetup,suchastheCentroPromozioneInseg-namentoAlbanese(CPIA,AlbanianEducationDevelopmentCentre;notexistinganymore), theAssociazione InsegnantiAlbanesid’Italia (AIADI, ItalianAlbanianTeachers’Associa-tion),theUnionedelleComunitàItalo-Albanesi(UCIA,UnionofItalo-AlbanianCommunities,foundedin1969inCosenza)andfinally,theLegaItalianadiDifesadellaMinoranzaAlba-nese(LIDMA,ItalianLeaguefortheDefenceoftheAlbaneseMinority,foundedin1981).

12 SomelinkscanbefoundinthesectionAddresses.

13 AlltheinitiativesplannedandundertakenbytheUniversityofCalabriaaredescribedin:http://www.albanologia.unical.it/


42

14 The experiences of Carmine De Padova were also thesubject of theTV documentaryQuando la scuola cambia(When the school changes, film directorVittorioDeSeta)producedbyRAIRaidiotelevisioneItalianain1978.AswellasthedocumentaryLemonografieetniche:arbresche(Theethnicmonograph:Italo-Albanian)directedbyG.Pellegrini,RAIRadiotelevisioneItalianain1994.

15 See the Compendium of the European Bureau of Less-er Used Languages (EBLUL), p. 68. Reference 96-06MDD-0033-00.

16 Thereareno figures collectedover the sameperiodusinguniform methods and tools. For the recent past there arestatisticspublishedbyvariousauthorsorgatheredtoincludein thesesbystudentsaspartof theirsociolinguisticstudiesin a large number of Italo-Albanian speaking communitiesinCalabria.Althoughdated,anexcellentexampleofsocio-linguisticanalysisintheareaofItalo-AlbanianstudiesisAlti-mari(1983)who,inastudycarriedoutin1981,foundtherewere776studentsintheprimaryschoolsintheareaofSanDemetrioCoronecoveringsixcommunities.Ofthese,49.5%

werenativeItalo-Albanianspeakersand50.5%werenativespeakers of Italian. In the lower secondary schools, out ofa total of 545 students, 49.7%were native Italo-Albanianspeakers and 50.3 % were native speakers of Italian. Itis clear that even twenty years ago the school populationwas evenly divided between Italo-Albanian and non-Italo-Albanian speakers.Nowadays, following the decline in thepopularity of Italo-Albanian,we can assume the proportionofnativeItalianspeakingstudentshasgrown,bothbecauseofthegrowingnumberofItalianspeakingfamiliesinsidetheItalo-Albanian communities, and, as already indicated, thegrowing reluctance of parents to speak Italo-Albanian withtheirchildren.ThecaseofCaraffadiCatanzaroandVenadiMaidaintheprovinceofCatanzaro,wherethestatusoftheItalo-Albanianlinguisticvarietyamongyoungpeopleisundersevere attack by both Italian and theCalabrian dialect, as


43

describedbyMazzei(2002),revealsasignificantlycompro-misedsituation.IntheCaraffadiCatanzaropre-schoolonly16%ofthechildrenunderstandsItalo-Albanian(while58%oftheparentsspeaksit)andinVenadiMaida,38%ofthechildrenunderstandsItalo-Albanian(and53%oftheparentsspeaksit).AccordingtopercentagesgivenfromS.Maiorana(1989),referringtoMay1987,atCaraffadiCatanzaroprima-ryschoolthesituationwas:196pupilsofwhich15.3%wereItalo-Albanian speaking, 32% non-Italo-Albanian speakingand52.4%both Italo-Albanian and Italian speaking;whileat the lower secondary school therewere105students, ofwhich:36.19%wereItalo-Albanianspeaking,20.95%non-Italo-Albanianspeakingand41.90%bothItalo-AlbanianandItalian speaking. But Maiorana himself is aware that Italo-Albanianisinaprecarioussituation,52%ofthepupilshasaverylittlelexicalcompetencewhichisusedveryoccasionally.Proportionsrisesignificantlyinprimaryandlowersecondaryschools,but,interestingly,thisissoaftermanyyearsinwhichItalo-Albanianhasbeenpart of the school curriculum.Thistrendcanclearlybeappliedstatisticallytotheentirecommu-nityinordertoarriveatageneraloverviewofthesituationintheabsenceofsoliddata.

17 Acomplete listofdissertationsandPhDthesespresentedat the University of Calabria since 1977 is available at:http://www.albanologia.unical.it/tesi.htm

18 Real figures are: population living in the Italo-Albaniancommunities of the Province of Cosenza: from 42,084 to38,270,i.e.-3,814=-10.21%;populationlivinginthethreeItalo-AlbaniancommunitiesintheProvinceofCrotone:from4,612to3,600,i.e.-1,012=-23.2%.


Education system in Italy

EU

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BA

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IT

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Y

29

2.4. General structure and defining m

oments in educational

guidance O

rganisation of the education system in Italy, 2009/10

4

12

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1718

1920

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Pre-prim

ary – ISCED 0

(for which the M

inistry of Education is not responsible)

Pre-primary – ISCED

0 (for w

hich the Ministry of Education is responsible)

Prim

ary – ISCED 1

Single structure(no institutional distinction betw

een ISCED 1 and 2)

Low

er secondary general – ISCED 2

(including pre-vocational)

Lower secondary vocational – ISCED

2

U

pper secondary general – ISCED 3

Upper secondary vocational – ISCED

3

Post-secondary non-tertiary – ISCED

4

Tertiary education – ISCED

5A

Tertiary education – ISCED 5B

Allocation to the ISCED

levels:

ISCED 0

ISCED 1

ISCED 2

Com

pulsory full-time education

Compulsory part-tim

e education

Part-tim

e or combined school and w

orkplace courses

Additional year

-/n/-

Compulsory w

ork experience + its duration

Study abroad

Source: Eurydice.

The education system includes at present w

hat follows:

● scuola dell'infanzia (non-com

pulsory) for children between 3 and 6 years of age;

● first cycle of education lasting 8 years, organised in tw

o parts:

o prim

ary education (lasting 5 years), for children between 6 and 11 years of age;

o low

er secondary school (lasting 3 years) for children between 11 and 14 years of age (see 5.3.1.);

● second cycle of education consisting of tw

o different pathways:

o upper secondary school, falling under the responsibility of the State, lasting 5 years and addressed to

students from 15 to 19 years of age (see and ). It is provided by licei, technical institutes and vocational

institutes;

o initial vocational training (three-year courses) for students w

ho have completed the first cycle of

education. It is organized by Regions (5.3.2.).

Education is compulsory for 10 years (from

6 to 16 years of age). From 14 to 16 years of age pupils can fulfil

the last two years of com

pulsory education either in upper secondary schools or in the three-year vocational education and training courses. In addition, all have the diritto/dovere to education and training (2.5.).

Access to both university and non-university higher education is reserved for students w

ho passed the State exam

at the end of upper secondary school (see 5.15.2.). Yet, specific conditions for the admission to higher

education are under the responsibility of the Ministry of education, U

niversity and Research (MIU

R) or of each single university and A

fam institutes.


45

References and further readings

regulations national Circolare Ministeriale n. 54 del 22/02/1977. Ufficio Studi e

Programmazione. Aggiornamento culturale e professionale del personale ispettivo, direttivo e docente. Linee direttive (1977)[notavailableonline].

Circolare Ministeriale n. 169 del 21/07/1978, prot. 3353. Direlem. Programmazione educativa. Applicazione art. 2 della Legge 04/08/1977, n. 515(1978)[notavailableonline].

Decreti Delegati – Decreto Presidenziale (DPR): DPR 416/74 Instituzione e riordinamento di organi collegiali nella scuola materna, elementare, secondaria artistica (Organi Collegiali). DPR 417/74 Stato Giuridico Personale Docente Direttivo Ispettivo. DPR 418/74 Lavoro Straordinario. DPR 419/74 Sperimentazione e Ricerca Educativa(1974).Availableat:http://www.edscuola.it/archivio/norme/decreti/dpr.html[AccessedApril2010].

Decreto del Presidente della Repubblica 02/05/2001 n. 345 Regolamento di attuazione della legge 15 dicembre 1999 n. 482 recante norme di tutela delle minoranze linguistiche storiche(2001). Gazzetta Ufficiale della Repubblica Italiana (2001).Availableat:http://portal-lem.com/images/it/Italie/Regolamento_di_attuazione_n_345.pdf[AccessedMarch2010].

Decreto del Presidente della Repubblica 30/01/2003 n. 60. Re-golamento recante modifiche al Decreto del Presidente della Repubblica 02/05/2001 n. 345 concernente regolamento di attu-azione della legge 15/12/1999 n. 482 in materia di tutela delle mi-noranze linguistiche storiche(2003).GazzettaUfficialedellaRe-pubblicaItaliana,n.82(2003).Availableat:http://www.edscuola.it/archivio/norme/decreti/dpr345_01.html[AccessedMarch2010].

Decreto ministeriale del 09/02/1979: Programmi, orari di inseg-namento e prove di esame per la scuola media statale (1979).


46

Availableat:http://archivio.invalsi.it/classe-aperta/classe_aperta/documenti/doc05.pdf[AccessedMarch2010].

Legge n. 53 Delega al Governo per la definizione delle norme generali sull’istruzione e dei livelli essenziali delle prestazioni in materia di istruzione e formazione professionale(2003).Availa-ble at: http://www.pubblica.istruzione.it/normativa/2004/legge53.shtml[AccessedMarch2010].

Legge n. 482 Norme in materia di tutela delle minoranze lin-guistiche storiche (1999). Gazzetta Ufficiale della RepubblicaItaliana n. 297 (1999). Available at: http://www.parlamento.it/parlam/leggi/99482l.htm[AccessedMarch2010].

Legge n. 517 Norme sulla valutazione degli alunni e sull’aboli-zione degli esami di riparazione nonché altre norme di modifica dell’ordinamento scolastico (1977). Gazzetta Ufficiale dellaRepubblica Italiana n. 224 (1977). Available at: http://www.andis.it/it/documenti/leggi/Legge_517_77_modifica_ordinamento_scolastico.pdf[AccessedMarch2010].

regional

Legge regionale n. 14 Tutela della minoranza alloglotta e del patrimonio storico, culturale e folcloristico della comunita’ Al-banofona del comune di Greci in provincia di Avellino (2004).BollettinoUfficialedellaRegioneCampanian.63(2004).Avail-ableat:http://www.greci.org/lr14/lr14_04.pdf [AccessedMarch2010].

Legge regionale n. 15 Norme per la tutela e la valorizzazione della lingua e del patrimonio culturale delle minoranze linguistiche e storiche di Calabria (2003). Bollettino Ufficiale n. 20 (2003).Availableat:http://www.regione.taa.it/biblioteca/normativa/regioni/ordinarie/calabria1.pdf[AccessedMarch2010].

Legge regionale n. 15 Tutela e valorizzazione del patrimonio culturale delle minoranze linguistiche nel Molise(1997).Available


47

at: http://www.regione.molise.it/web/crm/VIII_resoconti.nsf/0/b3ecc1cc98c94bb5c1256ce8002a34da?OpenDocument [AccessedMarch2010].

Legge regionale n. 26 Provvedimenti per la salvaguardia e la valorizzazione del patrimonio storico, culturale e linguistico delle comunità siciliane di origine albanese e delle altre mino-ranze linguistiche. Contributi alle province regionali per lages-tione di corsi di laurea. Incremento del contributo di cui all’art. 1 della legge regionale n. 52 del 04/06/1980(1998).BollettinoUfficialen.52(1998).Availableat:http://www.regione.taa.it/bib-lioteca/normativa/regioni/speciali/sicilia1.pdf [Accessed March2010].

Legge regionale Calabria n.27 Norme per l’attuazione del diritto allo studio(1985).BollettinoUfficialedellaregioneCalabrian.42(1985).Availableat:http://www.consiglioregionale.calabria.it/hp2/dett_testocoordinato.asp?Codice=1985 [Accessed March 2010].

Legge regionale n. 40 Norme per la promozione e tutela delle Comunità Arbereshe in Basilicata Abrogazione (1998).Bollettino Ufficiale n. 64 (1998). Available at: http://www.minoranzelinguistiche.provincia.tn.it/normativa/Normativa_delle_Regioni/[AccessedMarch2010].

Ministerodell’Istruzione,dell’UniversitàedellaRicerca(2001).Piano di interventi e di finanziamenti per la realizzazione di progetti nazionali e locali nel campo dello studio delle lingue e tradizioni culturali degli appartenenti ad una minoranza linguis-tica.Letteracircolaren.89(2001).Availableat:http://archivio.pubblica.istruzione.it/[AccessedMarch2010].

Ministerodell’Istruzione,dell’UniversitàedellaRicerca(2002).Piano di interventi e di finanziamenti per la realizzazione di progetti nazionali e locali nel campo dello studio delle lingue e tradizioni culturali degli appartenenti ad una minoranza linguis-tica.Letteracircolaren.90(2002).Availableat:http://archivio.pubblica.istruzione.it/[AccessedMarch2010].

Education and lEssEr usEd languagEs

48

publications general

Altimari, F., M. Bolognari & P. Carrozza (1986). L’esilio della parola. La minoranza linguistica albanese in Italia. Profili storico-letterari, antropologici e giuridico-istituzionali.Pisa:EdizioniETS.

Belluscio,G.&V.Lentinieds.(2002).La minoranza linguistica italo-albanese: Aspetti educativi e culturali. Catanzaro: IRRECalabria.

Bopp, F. (1855).Über das Albanesische in seinen verwandt-schaftlichen Beziehungen.Readat theKöninglicheAkademiederWissenschaften,18May1854.Berlin:J.A.Stargardt.Avail-able at: http://books.google.com/books?id=nQMJAAAAQAAJ&printsec=frontcover&dq=das+albanesische+in+seinen&cd=5#v=onepage&q=&f=false[AccessedMarch2010].

Brunetti, C. (1985). La condizione giuridica delle minoranze linguistiche.Cosenza:EdizioniVatra.

Brunetti,C.(2005).Dalla negazione al riconoscimento. La con-dizione giuridica delle minoranze linguistiche.SoveriaMannelli:Rubbettino.

Brunetti,C.,G.Cacozza&C.Siciliano (1988).Chi dona, tra-manda. Studi su alcuni aspetti della vita sociale, culturale e po-litica degli Italo-albanesi in Calabria.SoveriaMannelli:CalabriaLetteraria.

Çabej, E. (1938).Albaner und Slaven in Süditalien. In:AnonRevue internationale des Études balkaniques,vol.6(pp.555-566).Beograd:BalkanološkiInstitut-SrpskaAkademijaNaukaiUmetnosti.

Carrozza,P.(1986).Profiligiuridico-istituzionali.In:F.Altimari,M.Bolognari&P.CarrozzaL’ esilio della parola. La minoranza linguistica albanese in Italia. Profili storico-letterari, antropo-logici e giuridico-istituzionali(pp.115-233).Pisa:EdizioniETS.


49

Giacomarra,M.(1990).Un’isola nell’Isola. Gli albanesi di Sicilia fra storia e progetto.Palermo:CRESM.

Hamp, E. P. (1972). Albanian. In: T. A. Sebeok ed. Current trends in linguistics, vol. 9 (pp. 1626-1692). Berlin-NewYork:WalterdeGruyter.

Jochalas,T.P. (1996).Albano–Italika thematike bibliographia.Athina:s.n.

Marco, C. (1988).La questione arbëreshe: tentativo di defin-izione. Per lo svecchiamento della cultura e un approccio me-ridionalistico alla problematica della minoranza italo-albanese di Calabria.Cosenza:Brenner.

Matranga,L. (1592).E mbsuame e Krështerë (Dottrina Chris-tiana). Available at: http://shqiptarortodoks.com/albanologji/matranga.html [AccessedMarch2010].Reprintandcriticedi-tion:M.Mandalàed.(2004).E mbsuame e krështerë: Edizione critica dei testi manoscritti e a stampa (1592). Caltanissetta:SciasciaSalvatore.

Ministerodell’Interno(2001).Laminoranzalinguisticaalbanese(arbëreshe). In: Cultura e immagini dei gruppi linguistici di antico insediamento presenti in Italia. Primo rapporto(pp.229-259;334-346).Roma:Ministerodell’Interno,ufficiocentraleperiproblemidellezonediconfineedelleminoranzeetniche.

Ministero dell’Interno (2002).Gli Arbëreshe in Italia - Cultura ed immagini della minoranza linguistica storica. Roma:Direzione centrale per i diritti civili, la cittadinanza e lemino-ranze, Dipartimento per le libertà civili e l’immigrazione,Ufficiominoranze.Available at: http://www.interno.it/mininterno/export/sites/default/it/sezioni/sala_stampa/notizie/minoranze/notizia_17969.html_194914769.html[AccessedApril2010].

Ministerodell’Interno(2009).III Rapporto dell’Italia sull’attuzione della convenzione quadro per la protezione delle minoranze


50

nazionali (e.g. art. 25paragrafo2).Roma:Direzione centraleper i diritti civili, la cittadinanza e le minoranze. Area VMinoranzestoricheenuoveminoranze.Availableat:http://www.interno.it/mininterno/site/it/sezioni/sala_stampa/documenti/minoranze/0997_2009_10_06_III_rapporto_minoranze.html[AccessedMarch2010].

Panareo,E.(1996).Saggio di bibliografia albanese(acuradiA.Laporta).Lecce:Scorranoffset.

Savoia,L.M.(2001).Lalegge482sulleminoranzelinguistichestoriche. Le lingue diminoranza e le varietà non standard inItalia. In:AnonRivista Italiana di Dialettologia. Lingue dialetti società, year XXV (pp.7-50).Bologna:Cooperativalibrariauni-versitariaeditrice(Clueb).

Schirò Di Maggio, G. (1985). Iniziative autonome per la sal-vaguardia della lingua e delle tradizioni albanesi in Italianell’ultimo quindicennio. In:AnonLe minoranze etniche e lin-guistiche: Atti del 1º Congresso internazionale (pp. 291-312),Palermo,Italy1985.PianadegliAlbanesi:s.n.

Toso, F. (2008). Minoranze linguistiche in Italia. Bologna: ilMulino.

Vaccaro, A. (1994). Italo-Albanensia: Repertorio Bibliografico Sulla Storia Religiosa, Sociale, Economica E Culturale Degli Arbereshe Dal Sec. XVI Ai Nostri Giorni.Cosenza:Bios.

history and demography

Barone,A.,A.Savaglio&F.Barone(2000). Albanesi di calab-ria: capitoli, grazie ed immunità. il ruolo della Chiesa e la po-litica dei principi Sanseverino di Bisignano tra 15. e 16. secolo.MontaltoUffugo:s.n.

Catasti onciari (Italiancensusofeighteenthcentury).More in-formationavailableat:


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http://www.archiviodistatonapoli.it/asna.beniculturali/Web/Schede/scheda_catasti.html[AccessedMarch2010]

Coco,P. (1921).Casali Albanesi nel Tarentino. Studio storico critico con documenti inediti.Grottaferrata:ScuolaTipograficaItalo-Orientale‘S.Nilo’.

De Bartolo, G. (1988). La demographie des minorites Alba-naisesdeCalabre.Premiersresultats.In:AnonGenus,vol.44,no.1-2(pp.177-193).Rome:s.n.

DeBartolo,G.(1989).Aspettidell’evoluzionedemograficadellaminoranzaalbanesediCalabria.In:AnonZjarri,vol.33(pp.16-33).SanDemetrioCorone:s.n.

De Bartolo, G. &M. Stranges (2008). LaminoritéArbëreshëen Calabre: aspects démographiques et sociaux. Read at: Colloque International de l’Association Internationale des Démographes de Langue Française (l’AIDELF), Montreal,Québec, Canada, 25-28 August 2008. s.l.: s.n. Available at:http://www.aidelf.ined.fr/colloques/Quebec/aidelf-2008/IMG/pdf/De_BartoloT.pdf[AccessedMarch2010]

CallariGalli,M.&G.Harrison(1977).Bilinguismoinstabilenellecomunità arbëreshe della provincia diCosenza. In:AnonAs-petti sociolinguistici dell’Italia contemporanea.Roma:Bulzoni.

Federici,N.(1955).Caratteristiche demografiche differenziali di un gruppo di Albanesi di Kavaja e di alcune colonie albanesi in Calabria.Roma:TipografiaFailli.

Ferrari,G.(1964).GrecieAlbanesiinCalabrianeisecoliXVI-XVII. In: F.Fiorentinoed.Atti del III Congresso Storico Cala-brese(pp.393-399),Napoli,Italy,19-26May1963.Napoli:s.n.

Gambarara, D. (1980). Parlare albanese nell’Italia unita. In:AnonZjarri,vol.12(pp.49-67).SanDemetrioCorone:s.n.


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Mandalà, M. (1995). Sviluppi demografica a Piana degli Al-banesi, secoli XVI-XVIII.Palermo:s.n.

Mandalà,M.(2007).Mundus vult decipi. I miti della storiografie arbëreshe.Palermo:A.C.Mirror.

Marafioti,G.(1595).Croniche et antichità di Calabria conforme all’ordine de’ testi greco & latino, raccolte da’ più famosi scrit-tori antichi e moderni, ove regolatamente sono poste le città, castelli, ville, monti, fiumi, fonti, e altri luoghi degni di quella provincia. Padova:PasquatiLorenzo(2ndedition:1601).

Mazziotti, I. (2004). Immigrazioni albanesi in Calabria nel XV secolo e la colonia di San Demetrio Corone (1471-1815).Cas-trovillari:IlCoscile.

Nadin, L. (2008).Migrazioni e integrazione. Il caso degli al-banesi a Venezia (1479-1552).Roma:Bulzoni.

Orofino, M. (2001). Le comunità greco-albanesi nel Mezzo-giorno d’Italia: il caso di S. Costantino Albanese.Tesidilaurea,UniversitàdegliStudidiNapoli“FedericoII”,annoaccademico1998-99.Lagonegro:GraficheZaccara.

Perrellis, V. (2004).Rota Greca, storia e tradizioni. Cosenza:ArtiGraficheBarbieriEditore.

Rodotà, P.P. (1763).Dell’origine, progresso e stato presente del rito greco in Italia osservato dai Greci, Monaci Basiliani e Albanesi, vol. 1-3. Roma: s.n. Reprint 1986, by I. Fortino;Cosenza:Brenner.

Rother, K. (1968). Die Albaner in Süditalien. In: Anon Mit-teilungen der Österreichischen Geographischen Gesellschaft(MÖGG),Band110(pp.1-20).Wien:ÖsterreichischeGeogra-phischeGesellschaft.


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Scutari,M. (1825).Notizie istoriche sull’origine, e stabilimento degli Albanesi nel Regno delle Due Sicilie. Sulla loro indole, linguaggio e rito, compilate da R. Arciprete di S. Costantino D. Michele Scutari.Potenza:TipografiadiBasilicata.

Zangari,D.(1941).Le colonie italo-albanesi di Calabria. Storia e demografia, secoli XV-XVI.Napoli:Casella.

(socio)linguistics and dialectology

Altimari, F. (1983). Comportamento linguistico e condiziona-menti socioculturali nella situazione plurilingue di un’area al-banofona della Calabria. In: A. Guzzetta ed. Etnia albanese e minoranze linguistiche in Italia. Atti del IX Congresso Inter-nazionale di Studi Albanesi (pp. 51-74),Palermo, Italy, 25-28November1981,Palermo:s.n.

Altimari, F. (1985). Lingua ed emigrazione nella comunità al-banese di Calabria. In: A. Guzzetta Le minoranze etniche e linguistiche: Atti del I Congresso internazionale di Studi al-banesi(pp.121-141),Palermo,Italy,1985.Palermo-PianadegliAlbanesi:s.n.

Altimari,F.(1992).Per una storia della dialettologia arbëreshe. Studi e ricerche sulle parlate albanesi dell’Italia meridionale.QuadernidiZjarri16.Cosenza:MIT.

Altimari,F.&L.M.Savoiaeds.(1994).I dialetti italo-albanesi. Studi linguistici e storico-culturali sulle comunità arbëreshe.Roma:Bulzoni.

Belluscio,G.(1988,unpublised).Competenza linguistica e ap-prendimento dell’arbërishtja da parte di immigrati non albanofo-ni e alunni delle scuole dell’obbligo nella comunità arbëreshe di San Basile in provincia di Cosenza. Con un’analisi demografica in diacronia.Readat:Lega ItalianadiDifesadellaMinoranzaAlbanese,Cosenza,Italy


54

Belluscio,G.(2004).La“lingua”degliArbëreshë.In:A.Tagarellied.Studio antropologico della comunità arbëreshe della provincia di Torino(pp.47-66).Torino:EdizioniLibràre-ConsiglioNazionaledelleRicerche(CNR).Availableat:http://www.albanologia.unical.it/materialeDidattico/LaLinguaDegliArbëreshë.pdf [AccessedMarch2010].

Belluscio,G.(2007).GiuseppeTommasoGangaleper larinas-cita dell’arbërisht nellaCalabria centrale: l’utopia dimenticata...l’utopiarealizzata.In:AnonHylli i Dritës,nuovaserie,vol.3(pp.37-50).Shkodër-Scutari:ProvincaFranceskaneShqiptare.Avail-ableat:http://www.mondoarberesco.it/[AccessedMarch2010].

Birken-Silverman, G. (1997). Sprachkontakt Italienisch-Alba-nisch in Kalabrien: die italienischen Lehnwörter in den kala-broalbanischen Mundarten des Cratitals: Handwerks-, Land-, und Hauswirtschaftsterminologie.FrankfurtamMain-NewYork:P.Lang

Camaj,M.(1971).La parlata albanese di Greci in provincia di Avellino.Firenze:Olschki.

Camaj,M.(1976).Ilbilinguismonelleoasilinguistichealbanesidell’Italiameridionale.In:AnonBilinguismo e diglossia in Italia.Centro di Studio per laDialettologia Italiana (pp. 5-13). Pisa:Pacini.

Camaj,M.(1977).Die albanische Mundart von Falconara Alba-nese in der Provinz Cosenza.München:Tröfenik.

Camaj, M. (1993). La parlata arbëreshe di San Costantino Albanese in provincia di Potenza.Rende:CentroEditoriale eLibrariodell’UniversitàdegliStudidellaCalabria.

Çabej, E. (1994). Storia linguistica e struttura dialettaledell’albanesed’Italia.In:F.Altimari&L.M.Savoiaeds.I dialetti italo-albanesi. Studi linguistici e storico-culturali sulle comunità arbëreshe.Roma:Bulzoni.


55

Derhemi, E. (2002). The EndangeredArbresh Language andthe Importance of Standardised Writing for its Survival: TheCase of Piana degliAlbanesi, Sicily. In:Anon IJMS: Interna-tional Journal on Multicultural Societies, vol. 4, no. 2 (pp. 248-269). s.l.: UNESCO. Available at: http://www.unesco.org/shs/ijms[AccessedApril2010].

Famiglietti, M. (1977). Bilinguismo e diglossia nelle comunitàalbanesi.In:AnonQuaderni per la promozione del bilinguismo(pp.15-16).Brescia:CentrodiLinguisticaApplicatae.DidatticadelleLingue(CLADIL).

Gangale,G.(1966). Flámuri edhé vistári.Catanzaro:s.n.Avail-ableat:http://www.mondoarberesco.it/[AccessedMarch2010].

Gangale, G. (1976). Lingua Arberisca restituenda. Crotone:Tipografia Pirozzi.Available at: http://www.mondoarberesco.it/[AccessedMarch2010].

Giordano, E. (2000). Fjalor. Dizionario arbëresh-italiano. Vo-cabolario italiano-arbëresh.Castrovillari:IlCoscile(1stedition:1963;Bari:EdizioniPaoline).

Hamp, E. P. (1993). Il sistema fonologico della parlata di Vaccarizzo Albanese. Rende: Centro Editoriale e Librariodell’UniversitàdegliStudidellaCalabria.

Hamp,E.P.(2000).AnidentificatorylistingoftheArbëreshset-tlementsofCalabriatoday.In:J.B.Trumper,A.Mendicino&M.Maddalon eds. Toponomastica calabrese (pp. 55-67). Roma:GangemiEditore.

Maddalon,M.&G.Belluscio(2002).Italo-AlbaniansandAlba-nians:AProblematicCaseof(Socio-)LinguisticContact.In:R.Rapped.Linguistik International. Sprachwissenschaft auf dem Weg in das Dritte Jahrtausend. Akten des 34. Linguistischen Kolloquiums in Germersheim 1999, vol. 2 (pp. 193-202),Ge-mersheim,Germany,7-10September1999.Mainz:PeterLang


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Verlagsgruppe.Availableat:http://www.albanologia.unical.it/[Ac-cessedMarch2010].

Pellegrini,G.B. (1998).Avviamento alla linguistica albanese.Rende: Centro Editoriale e Librario dell’Università degli StudidellaCalabria.

Perta,C.(2003).Languagedeath:ilcasodell’arbëreshmolisa-no. Risultati di uno studio pilota. In: V. Orioles Plurilinguis-mo, vol. 10 (pp. 319-337). Udine: Centro Internazionale sulPlurilinguismo.

Perta, C. (2004). Language decline and death in three Ar-bëresh communities in Italy.Alessandria:Edizionidell’Orso.

Savoia, L. M. (1989). Per un’educazione arbëresh. In: A.Guzzetta ed.Atti del II Congresso Internazionale sulle mino-ranze etniche e linguistiche, vol. 2 (pp. 211-231),PianadegliAlbanesi,Italy,7-11September1988.PianadegliAlbanesi:s.n.

Savoia, L.M. (1991).Alcuni elementi per una classificazionedei dialetti arbëreshë. In:A. Landi &P. del PuenteLa lingua albanese nell’Italia meridionale. Studi e prospettive(pp.11-52).Salerno:UniversitàdeglistudidiSalerno.

Scutari, P. (1997).Uno studio fonologico e morfologico sulla parlata arbëreshe di San Costantino Albanese.Cosenza:s.n.

Solano,F.(1979). I dialetti albanesi dell’Italia meridionale. Ap-punti per una classificazione.QuadernidiZjarri.SanDemetrioCorone:CircoloCulturaleZjarri.

Trumper,J.B.&M.Maddalon(2002). Identitàe lingua. In:V.Orioles ed.La legislazione nazionale sulle minoranze linguis-tiche(pp.125-150).Prato:LithostampadiPasian.


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sociology and anthropology

Abate,C.&M.Behrmann (2006). I germanesi.SoveriaMan-nelli:Rubbettino.

Bellinello,P.F.(1986).Aspettostorico-demograficoesocioeco-nomicodegliAlbanesi in Italia. In:AnonBollettino della Badia Greca di Grottaferrata,vol.40(pp.3-56).Grottaferrata:s.n.

Belluscio G. (2008), Arbëreshë (Albanians) in Italy. IdentityProfileAmongUniversityStudentswithSomeOtherData.In:A.Dornered.International conference “Everyday Multilingualism”, conference report (pp. 128-141), Eisenstadt, Austria, 13-15June 2008. s.l.: s.n. Available at: http://www.unesco.at/news/conference_report.pdf[AccessedMarch2010].

Bolognari,M.(1978). Il silenzio della tradizione.Caltanissetta-Roma:Sciascia.

Bolognari,M.(1989).Laculturadell’emigrazioneelaformazi-one della nuova comunità. In: M. Bolognari ed. La diaspora della diaspora. Viaggio alla ricerca degli Arbëreshë (pp. 131-169).Pisa:EdizioniETS.

DiSparti,A. (1983).Diasporanel televisivo: lingueminoritarieemassmedia.ApropositodelplurilinguismoarbëreshdiPianadegliAlbanesi.In:A.Guzzettaed.Etnia albanese e minoranze linguistiche in Italia (pp.177-243).Attidel IXCongressoInter-nazionale di studi albanesi, Palermo, Italy, 25-28 November1981.Palermo:Istitutodilinguaeletteraturaalbanese,Univer-sitàDegliStudiDiPalermo.

Elmo,I.&E.Kruta(1996).Ori e costumi degli Albanesi.Cas-trovillari:IlCoscile.

Harrison,G. (1979a).Appropriazionesesta: gliArbëreshë. In:G.HarrisonNelle mappe della Calabria. Scorribande antropo-logiche(pp.145-186).Cosenza:Lerici.


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Harrison,G. (1979b).La doppia identità. Una vertenza antro-pologica nella minoranza etnicolinguistica arbëresh. Palermo:Sciascia.

Tagarelli,A.ed.(2000).L’etnia arbëreshe del Parco Nazionale del Pollino. Studio genetico-comparativo tra la popolazione arbëreshe e non arbëreshe limitrofa. Catanzaro: RubbettinoEditore-ConsiglioNazionaledelleRicerche(CNR).

Tagarelli,A.ed.(2004).Studioantropologicodellacomunitàar-bëreshedellaprovinciadiTorino.In:A.Tagarellied.Studio an-tropologico della comunità arbëreshe della provincia di Torino(pp.89-144).Torino:EdizioniLibràre-ConsiglioNazionaledelleRicerche(CNR).Availableat:http://www.provincia.torino.it/cul-tura/minoranze/dwd/studio.pdf[AccessedMarch2010].

education and didactics

Altimari, F. (2002). L’eteroglossia arbëreshe: varietà locali estandardalbanese.In:F.DiMiceli&M.MandalàStudi in onore di Antonino Guzzetta(pp.35-45).Palermo:HelixMediaEditore.

Altimari,F.(2007).L’albaneseinambitoscolasticoarbëresh:al-cunequestionipostedalladidatticadiunalinguaminoritaria.In:C.Consani&P.Desiderieds.Convegno Minoranze linguistiche e Italiano L2 in area abruzzese e molisana. Tra sociolinguistica e glottodidattica (pp. 73-84), Pescara, Italy, 6-8 April 2005.Roma:Carocci.

Anon(1957).Shêjzat,vol.2-3(p.92).Roma:s.n.

Anon(1973).Zëri i Arbëreshëvet,vol.5(p.37).Eianina:s.n.

Belluscio,G. (1995).Albanian in theAlbaniancommunities inItaly.In:A.Dekkersed.Teacher Training of Minority Languages for Primary and Secondary Education, vol. 2 (pp. 443-462).Ljouwert/Leeuwarden:MercatorEducation.


59

Bolognari, M. (1978). L’insegnamento scolastico dell’arbresh.In: M. Bolognari ed. Il silenzio della tradizione (pp. 45-86).Caltanissetta-Roma:Sciascia.

Candreva,C.(1981).Considerazionisull’usodell’arbërisht. In:AnonKatundi Ynë(pp.8-9).Civita:CircoloCulturaleG.Placco.

Candreva, C. & C. Stamile (1977). Una scuola per gli Ar-bëreshë.In:AnonScuola e vita,vol.XIV-3.Cosenza:s.n.

Candreva,C.&C.Stamile(1979).Sperimentazione didattica in un ambiente bilingue arbëresh,UniversitàdellaCalabria,Labo-ratoriodiEducazionePermante(LEP),vol.33.Cosenza:s.n.

DePadova,C.(1972).L’insegnamentodellalinguaalbaneseinItalia.In:AnonShêjzat - Le Pleiadi,vol.XVI9-12(pp.380-386).Roma:s.n.

Famiglietti,M.(1978).Cosasipuòfareoggiperl’insegnamentodell’albanese.In:AnonKatundi Ynë(p.26).Civita:Circolocul-turaleG.Placco.

Famiglietti,M.(1979a).Educazione e cultura in Arberia.Roma:Bulzoni.

Famiglietti,M.(1979b).Primeattivitàculturalidegliarbëresh.In:AnonKatundi Ynë(p.20).Civita:CircoloCulturaleG.Placco.

Famiglietti, M. (1979c). Didattica dell’albanese nella ScuolaMedia.In:AnonScuola viva5.Cosenza:s.n.

Maiorana, S. (1989). Indagine tra gli alunni delle scuoledell’obbligodeicomunialbanofonidellaprovinciadiCatanzaro.In: Anon Katundi Ynë (pp. 7-9). Civita: Circolo Culturale G.Placco.

Martella,V.A.&G.Carducci(2000).Lecomunitàitalo-albanesiframicrostoriaearbëreshe: il casodiSanMarzano. In:Anon


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Seminario di studi per la didattica (pp. 69-82), SanMarzano,Italy,8May1999.SanMarzano:EdizioniPugliesisrlinMartinaFranca.

Mazzei, C. (2002). Scuola e promozione culturale nel comp-rensorio arbëresh di Catanzaro. In: G. Belluscio & V. Lentinieds.La minoranza linguistica italo-albanese: Aspetti educativi e culturali(pp.125-141).Catanzaro:IRRECalabria.

Schirò Di Maggio, G. (1985). Iniziative autonome per la sal-vaguardia della lingua e delle tradizioni albanesi in Italianell’ultimo quindicennio. In: A. Guzzetta ed. Le minoranze etniche e linguistiche, Atti del 1º Congresso internazionale di Studi Albanesi(pp.291-312),PianadegliAlbanesi,Italy,1985.Palermo-PianadegliAlbanesi:s.n.

SchiròDiModica,G.(2002).Udhëtim paralel.Palermo:Quad-ernidiBiblos.

music and ethnomusicology

Agamennone,M.&V.Lombardied.(2005).Le registrazioni di D. Carpitella e A. M. Cirese (1954). Roma:Squilibri.Newedi-tion:2007.

De Gaudio, I. C. ed. (1990). Gli Albanesi di Calabria. Canti bivocali delle comunità Arbëreshe (provincia di Cosenza),Uni-versità degli Studi di Bologna, Dipartimento diArti, Musica eSpettacolo[LP].Bologna:Albatros.

DeGaudio,I.C.(1993).Analisidelletecnichepolifonicheinunrepertoriopolivocaledi tradizioneorale: i “Vjersh”dellecomu-nità albanofone della Calabria. In:AnonQuaderni di Musica/Realtà,vol.30.Modena:Mucchi.

DeGaudio,I.C.(1997).Ilcantolirico.In:F.Altimari&G.Bellus-cioeds.Quaderni del Dipartimento di Linguistica, Serie Alban-istica,vol.2(pp.169-183).Cosenza:UniversitàdellaCalabria.


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Gangale, G. T. (1998). Voci e canti degli albanesi della Calabria Media. Zëra dhe këngë të arbëreshëvet të Kalabrisë së Mesme. In: G. M. G. Belluscio ed. Archivio vocale arbëresh. Cattedra di Lingua e letteratura albanese, Università della Calabria [3 CD-rom]. Cosenza: SYSCAL. Partly available at: http://www.albanologia.unical.it/edizioni/archivioVocale.htm and at http://www.tecnomidia.com/caraffa [Accessed March 2010].

Moti i Parë (1998). Zëri i Motit. Canti tradizionali italo-albanesi [CD]. Rende: Università della Calabria.

Rennis, G. (2000). La tradizione popolare della comunità ar-bëreshe di Lungro [CD]. Castrovillari: Il Coscile.

Ricci, A. & R. Tucci eds. (2006). Musica arbëreshe in Calab-ria. Le registrazioni di Diego Carpitella ed Ernesto De Martino (1954) [2 CD]. Centro Nazionale Studi di Musica Popolare, Rome, Italy 15-23 April 1954. Roma: Squilibri (new edition: 2007).

Scaldaferri, N. (1994). Musica arbëreshe in Basilicata. La tradizione musicale di San Costantino Albanese con riferimenti a quella di San Paolo Albanese [audio cassette]. Lecce: Adri-atica Salentina.

Scaldaferri, N. ed. (2005). Polifonia arbëreshe della Basilicata: concerto all’abbazia di Royaumont [CD]. Udine: Nota.

Stratigò, A. & Luleborë Ensemble (2009). Luleborë (Bucaneve). Canti d’Arbëria e d’Albania [CD+booklet]. In: Anon Amadeus, no. 12/08. Milano: De Agostini-Rizzoli periodici.

primers and school books

Baffa, A. M. (2003). Libri im i parë. Trento: M.A.B. Editrice.

Bruno, V. …et al. (2000). Alfabetizzazione arbëreshe, vol. 1 & 2. AIADI. Torino: Il Capitello.


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Cardamone, L. (2005). Zëmi e xëmi. Lungro: Marco Editore.

Cuccia, G. …et al. (2000). Udhëtimi. Hora e Arbëreshëvet/Pi-ana degli Albanesi: Comune di Piana degli Albanesi.

De Rosa, L. (2004). Gjuha arbëreshe. Abetari im i parë. Rur/Ururi: Shoqata kulturore arbëreshe.

Gangale, G. T. (1963). Arra-buka. In: Anon Gluha 2. Catanzaro: Bashkimi e Arbreshve e Meses Kallavriis (B.A.M.K.) (new edi-tion: G. Giudice ed. (2003). San Nicola dell’Alto: s.n.).

Gangale, G. T. (1964). Ngjalori e gilluhes e Marçeduzhes. Cro-tone: B.A.M.K.

Golletti Baffa, V. (1977). Alfabeti shqip i programuar. Frankfurt mbi Majn/Frankfurt am Main: Katundi Ynë.

Golletti Baffa, V. (1979). Libri im i parë. Frankfurt am Main-Civita: s.n.

Mandalà, M. ...et al. (2001). Udha e mbarë. Hora e Arbëreshëvet/Piana degli Albanesi: Comune di Piana degli Albanesi.

Panzarella, R. (2006). Gjuha ime e bukur. Abetarja arbëreshe. s.l.: Calabria Letteraria Editrice.

Panzarella, R. & M. Mazza (2007). Maça e miu. Një purrallë ka Puheriu. s.l.: s.n.


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Addresses

official bodies Cattedra di Lingua e letteratura albanese(ChairoftheAlba-nianLanguageandLiteratureattheUniversityofCalabria)Università della Calabria, Dipartimento di Linguistica, Cubo20A,I-87036ArcavacatadiRendeCS,ItalyT+390984491379T+390984494142F+390984494141Whttp://www.unical.it/portale/strutture/dipartimenti/linguistica/

Dega e Albanologjisë(sectiononAlbanian)IncludingDeRada’soriginaleditionsonline:Whttp://www.albanologia.unical.itandacompletelistofdissertationsandPhDthesis’spresentedattheUniversityofCalabriasince1977:Whttp://www.albanologia.unical.it/tesi.htm

Cattedra di Lingua e letteratura albanese (Chair of theAl-banianLanguageandLiteratureattheUniversityofPalermo)Facoltà di Scienze della formazione,Università degli Studi diPalermo,ViaPascoli6,I-90139Palermo,Italy

Facoltà di Scienze della Formazione(DepartmentofLanguag-esandLinguisticsSciences)VialedelleScienze,Edificio15,I-90128Palermo,ItalyT+3909165611900F+390916561109Einfo@scienzeformazione.unipa.itWhttp://www.scienzeformazione.unipa.it/

Istituto nazionale di statistica(Istat, ItalianNationalInstituteofStatistics)ViaCesareBalbo16,I-00184Roma,ItalyT+390646731Whttp://www.istat.it/

Ufficio scolastico regionale della Calabria (The CalabriaRegionalSchoolOffice)


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ViaLungomare295,I-88100CatanzaroLidoCZ,ItalyT+3909617345545Whttp://www.calabriascuola.it/

Università degli Studi della Basilicata(UniversityofPotenza)ViaN.Sauro85,I-85100Potenza,ItalyT+390971201111Whttp://www.unibas.it/

Università degli Studi del Molise(UniversityofMolise)ViaDeSanctis,I-86100Campobasso,ItalyT+3908744041/+39800588815F+390874317259Whttp://www.unimol.it/newweb/index.php

pedagogical Therearenoperiodicalornon-periodicalpublicationsabouttheteachingofItalo-Albanian.

publishers While there are a number of Italo-Albanian publishers nonehaveaparticular interest inschool issuesoradirect linkwiththeteachingofItalo-Albanian.

cultural centres Onlya fewof themore representativeassociationsaregivenbelow.Foramoredetailedandcomprehensive listsee the IIIRapportodell’Italiasull’attuzionedellaconvenzionequadroperlaprotezionedelleminoranzenazionali(2009):http://www.interno.it/mininterno/export/sites/default/it/assets/files/16/0022_III_Rapporto_protezione_minoranze.pdf[AccessedMarch2010]

sportelli Sportelli linguistici comunali (linguistic offices in differentmunicipalities)Sportello Linguistico della ComunitàMontana Italo-Arbëreshedel Pollino, comprendente i comuni diAcquaformosa, Civita,Frascineto,Lungro,SanBasileWhttp://www.cmpollinosportellolinguistico.itSportelloLinguisticodelComunediFrascineto/SporteliGjuhë-soriBashkisësëFrasnitës

publications

and associations

linguistici (linguistic offices)

http://www.unibas.it/centri/cla/iscrizioni.htm

http://www.unibas.it/webccs/ecdl/modulo_ecdl1.asp


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W http://www.cmpollinosportellolinguistico.it/comune.php?lang=1&comune=Frascineto&pagina=0Sportello Linguistico del Comune di San Cosmo Albanese/Sporteli Gjuhësor i Bashkisë së StrigaritW http://www.comune.sancosmoalbanese.cs.itSportello Linguistico del Comune di Spezzano Albanese/Sporteli Gjuhësor i Bashkisë së SpixanësW http://www.comune.spezzano-albanese.cs.it/sportello_linguistico/index800x600.htmSportello Linguistico del Comune di Santa Sofia d’Epiro/Sporteli Gjuhësor i Bashkisë së Shën SofisëW http://www.santasofiadepiro.com/sportello_linguistico/sportello_linguistico.htm

Sportello linguistico provinciale della Provincia di CosenzaUniversità della Calabria, Osservatorio delle lingue e delle cul-ture minoritarie, Dipartimento di Linguistica, Cubo 20A, I-87036 Arcavacata di Rende CS, Italy T +39 0984 494140F +39 0984 494141W http://www.albanologia.unical.it/sportellolinguistico

Sportello linguistico provinciale della Provincia di FoggiaPalazzo nuovo della Provincia, Via Telesforo 25, I-71100 Fog-gia, ItalyT +39 0881 791593F +39 0881 791593

on-line database Biblioteka Elektronike e Sitevet Arbëreshe (BESA, On line database for Italo-Albanian printed materials)W http://besa.unical.it:591/progetto_arb/Projekti.htm

associations Associazione culturale Arbitalia (cultural association Arbitalia)Via Domenico Mauro 80, I-87069 Shën Mitri - San Demetrio Corone CS, ItalyT +39 0983 511658W http://www.arbitalia.net

and committees


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Associazione Culturale Bashkim ArbëreshViaMercato2,I-87019Spixana-SpezzanoAlbaneseCS,Italy

Associazione Culturale Centro Ricerche “G.Kastriota” ViaPollino84,87010Frasnita-FrascinetoCS,ItalyT+39098132048F+39098132048Elidhja@bibliotecabellusci.comWhttp://www.bibliotecabellusci.com/index_file/crc/crc.htm

Associazione Culturale Mondo AlbaneseI-90037HoraeArbëreshëvet-PianadegliAlbanesiPA,Italy

Associazione Insegnanti Albanesi d’Italia(AIADI,theItalianAlbanianTeachers’Association)I-87010Ungra-LungroCS,Italy

Biblioteca Bellusci – Frascineto(PrivateLibrary)Whttp://www.bibliotecabellusci.com

Centro Culturale Gennaro PlaccoPiazzaMunicipio,I-87010Çivëti-CivitaCS,ItalyWhttp://www.museoetnicoarbresh.it

Centro Studi ArbëreshëI-87060Mbuzati-SanGiorgioAlbaneseCS,Italy

Centro Studi Genealogia Arbëreshe(Italo-Albaniangenealogy)Via XX Settembre n. 23, I-87069 ShënMitri - San DemetrioCoroneCS,ItalyT+390984956353Whttp://www.arbereshe.it

Instituto di Cultura Albanese G. T. GangaleGarrafa-CaraffadiCatanzaro,ItalyT+390961953043F+390961953703Whttp://www.tecnomidia.com/caraffa


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local and Acquaformosa http://www.comunediacquaformosa.itAndali http://www.comunediandali.itCampomarino http://www.comune.campomarino.cb.itCaraffadiCatanzaro http://www.comune.caraffa.cz.itCarfizzi http://carfizzi.celeste.it/CasalvecchiodiPugliahttp://www.comune.casalvecchiodipuglia.fg.itCervicati http://www.comune.cervicati.cs.itCivita http://www.comunedicivita.itContessaEntellina http://www.comunedicontessaentellina.

it/comunecontessaFalconaraAlbanese http://www.falconaraalbanese.netFirmo http://www.comune.firmo.cs.itFrascineto http://www.comune.frascineto.cs.itGinestra http://www.comune.ginestra.pz.itGreci http://www.greci.orgLungro http://web.tiscali.it/lungroMaschito http://www.comune.maschito.pz.it/Montecilfone http://www.comune.montecilfone.cb.it/Pallagorio http://www.comune.pallagorio.kr.itPianadegliAlbanesi http://www.pianalbanesi.it/Plataci http://www.comune.plataci.cs.it/Portocannone http://www.comune.portocannone.cb.it/SanBasile http://www.comune.sanbasile.cs.it/index.

php?action=index&p=227&idBando=11SanBenedettoUllano http://sanbenedettoullano.asmenet.itSanCosmoAlbanese http://www.comune.sancosmoalbanese.

cs.itSanDemetrioCorone http://www.comunesandemetriocorone.itSanGiorgioAlbanese http://sangiorgioalbanese.asmenet.it/SanMarzanodiS.G.http://www.comunesanmarzano.ta.itSanNicoladell’Alto http://www.comune.sannicoladellalto.

kr.itSantaCristinaGela http://www.comunesantacristinagela.

pa.it/SantaSofiad’Epiro http://www.santasofiadepiro.com/SpezzanoAlbanese http://www.comune.spezzano-albanese.

cs.it

administrations websites


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Ururi http://62.94.24.124/ururi/hh/index.php?jvs=0&acc=1&jvs=1

VaccarizzoAlbanese http://www.comune.vaccarizzoalbanese.cs.it

VenadiMaida http://www.prolocovena.org/chiese-di-vena-2.php

VillaBadessa http://www.villabadessa.org

portals Arbitalia(thefirstinternetItalo-Albanianportal)Whttp://www.arbitalia.it

Jemi - Il portale per gli ArbëreshëWhttp://www.jemi.it/

Byzantine Chiesa di SS. Salvatore per gli Italo-Albanesi di Cosenza e dintorni (Thechurchof theItalo-Albanian living inCosenzaandsurroundings)Whttp://www.sotir.it

Diocesi di Lungro(bishopricofLungro) T+390981947233 F+390981947233

Whttp://www.lungro.chiesacattolica.it

Ecclesia, parrocchia di San Giorgio Megalomartire in San Giorgio Albanese (homepage of the parish of San GiorgioMegalomartireinSanGiorgioAlbanese)Whttp://www.chiesasangiorgioalbanese.it

Eparchia di Piana degli Albanesi (eparchy of Piana degliAlbanesi)Whttp://www.eparchiapiana.it

Pubblicazioni dell’Eparchia di Lungro degli Italo-Albanesi dell’Italia continentale (religiousbilingualeditionof theepar-chy:gospels,liturgy,hymnsandperiodicals)Whttp://www.webmit.it/LUNGRO.htm

Church


69

on-line schools Istituto Comprensivo Statale “P. Baffi”Scuola Infanzia, Primaria e Secondaria 1° grado ad indirizzoMusicale per la Scuola Secondaria, Via Scigata 8, I-87048ShënSofia-SantaSofiaD’EpiroCS,ItalyT+390984957020F+390984957880Whttp://www.icbaffi.it/

on-line Basilicata Arbëreshe (onlinequarterly)Whttp://www.basilicata.cc/artistilucani/arbereshe

Jeta Arbëreshe(onlinequarterly)Whttp://digilander.libero.it/jetarbreshe

on-line Italo- Scuola Arbëreshe(onlinelanguagecourse)W http://www.santasofiadepiro.com/scuola_arbereshe/a_scuo-la.htm

music and radio Festival della canzone Arbëreshe(songfestival)Whttp://www.festivalarberesh.it

Good morning, Arbëria(radiostation)Whttp://www.uniurb.it/giornalismo/lavori2002/ferrazza/index.htm

Gruppo Folk Ullania di San Benedetto Ullano(folkgroup)Whttp://www.gruppoullania.it

Hobo San Costantino Albanese (musicgroup,managementofculturalevents,andconstructionofinstruments)Whttp://web.tiscalinet.it/hobo

Peppa Marriti Band(rockmusicgroup)Whttp://www.peppamarriti.com

Pino Cacozza(Italo-Albanianpoetandsinger)Whttp://www.pinocacozza.it

magazines

Albanian language courses


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Shqiponjat (folkgroup)Whttp://www.shqiponjat.it

Spasulati Band (reggaemusicgroup)Whttp://www.spasulatiband.it

Voxha Arbëreshe(folkgroup)Whttp://www.voxhaarbereshe.com

Zjarri i ri(radiostation)Whttp://www.zjarri.it

other Albanian in ItalyWhttp://www.uoc.edu/euromosaic/web/document/albanes/an/i1/i1.html#top

Associazione Studenti Arbëreshë (A.S.A.)ViaPietroBucci,UniversitàdellaCalabria,I-87036ArcavacatadiRende,[email protected]://asainfo.it

Centro Internazionale sul PlurilinguismoViaMazzini,3,I-33100Udine,ItalyT+390432556460F+390432556469Whttp://www.uniud.it/cip

Falconara Albanese - web site di Falconara Albanese(websiteofthecommunityofFalconaraAlbanese)Whttp://www.falkunara.com

Firmo Web(visitFirmo)Whttp://www.firmo.net

Frascineto - Eianina: Familias Italo Albanesas (Arbëresh)(TheItalo-AlbanesefamiliesofFrascinetoandEianina)Whttp://www.members.tripod.com/abodily/porcile-frascinetogen.html


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Italo-Albanian journalist’s website(materialsandwritings)Whttp://www.oresteparise.it/luoghi.htm

Maschito(historicalinformation)Whttp://www.comunilucani.net/Maschito.htm

Materials and links from Pallagorio(KR)Whttp://fortunatopaletta.altervista.org

Mondo Arberesco - Sito degli Albanesi d’Italia di Enrico Ferraro(Italo-AlbanianWorld-SiteoftheAlbaniansofItalybyE.FerrarowithGangale’sscientificproductiononline)Whttp://www.mondoarberesco.it

San Basile(visitSanBasile)Whttp://www.sanbasile.itgo.com

Ururi Cultural AssociationWhttp://www.shoqatakulturore.com

Visita la Lucania(visittheregionofLucania)Whttp://www.basilicata.cc


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Other websites on minority languages

Mercator http://www.mercator-network.euGeneralsiteoftheMercatorNetwork.Itgivesinformationaboutthenetworkandleadsyoutothehomepagesofthepartners.

Mercator http://www.mercator-research.eu/Homepage of the Mercator European Research Centre onMultilingualism and Language Learning.Thewebsite containstheseriesofRegionaldossiers,adatabasewithorganisations,abibliography,informationoncurrentactivities,andmanylinkstorelevantwebsites.

Mercator-Media http://www.aber.ac.uk/~merwww/HomepageofMercator-Media.ItprovidesinformationonmediaandminoritylanguagesintheEU.

Mercator- http://www.ciemen.org/mercatorHomepage ofMercator-Legislation. It provides information onminoritylanguagesandlegislationintheEU.

European http://ec.europa.eu/education/languages/languages -of-europe/doc139_en.htm

On the website of the European Commission information isgivenontheEU’ssupportforregionalorminoritylanguages.

Council of http://conventions.coe.intEuropean Charter for Regional or Minority Languages (1992)andFramework Convention for the Protection of National Minor-ities(1995).EuropeanTreatySeries148and157,Strasbourg.

Eurydice http://eacea.ec.europa.eu/education/eurydice/index_en.phpEurydiceistheinformationnetworkoneducationinEurope.Thesitesprovides informationonallEuropeaneducationsystemsandeducationpolicies.

Commission

Legislation

Research Centre

Europe

Network


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What can the Mercator Research Centre offer you?

Mission & goals TheMercatorResearchCentreaddressesthegrowinginterestin multilingualism and the increasing need of language com-munitiestoexchangeexperiencesandtocooperateinaEuro-peancontext.ItisbasedinLjouwert/Leeuwarden,thecapitalofFryslân–abilingualprovinceoftheNetherlands–andhostedat theFryskeAkademy (FrisianAcademy).TheMercatorRe-searchCentrefocusesonresearch,policy,andpracticeinthefieldofmultilingualismandlanguagelearning.Thecentreaimstobeanindependentandrecognisedorganisationforresearch-ers,policymakers,andprofessionals ineducation.Thecentreendeavours to favour linguistic diversity within Europe. Thestartingpointliesinthefieldofregionalandminoritylanguages.Yet,immigrantlanguagesandsmallerstatelanguagesarealsoatopicofstudy.Thecentre’smainfocusisthecreation,circula-tion,andapplicationofknowledgeinthefieldoflanguagelearn-ingatschool,athome,andthroughculturalparticipation.

Partners During the twenty years of its existence,Mercator Educationhascooperatedwithtwopartners inanetworkstructure:Mer-catorMediahostedat theUniversityofWales inAberystwythandMercatorLegislationhostedat theCiemenFoundation inBarcelona.TheMercatorResearchCentreexpandsitsnetworkin close cooperation with a number of partner organisationsworkinginthesamefield.ThiscooperationincludespartnersinFryslân,aswellaspartnersintheNetherlandsandinEurope.TheprovincialgovernmentofFryslânisthemainfundingbodyof the Mercator Research Centre. Projects and activities arefundedbytheEUaswellasbytheauthoritiesofotherregionsinEuropewithanactivepolicytosupporttheirregionalormi-noritylanguageanditsculture.

.


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Research TheMercatorResearchCentredevelopsaresearchprogrammeon thebasisof thedatacollectionsavailable.Researchactivi-ties focusonvariousaspectsofbilingualand trilingualeduca-tion, such as interaction in multilingual classrooms, languageproficiency in different languages, and teachers’ qualificationsfor the multilingual classroom. Whenever possible, researchwill be carried out in a comparative European perspective.Agoodexampleof thisapproach is thestudy ‘TheDevelopmentofMinimumStandardsonLanguageEducationinRegionalandMinorityLanguages’(2007).ResearchresultsaredisseminatedthroughpublicationsandconferencesincollaborationwithEuro-peanpartners.

Conferences The Mercator Research Centre organises conferences andseminarsonaregularbasis. Important themesfor theconfer-encesare:measurement&goodpractice,educationalmodels,developmentofminimumstandards, teacher training,and theapplicationoftheCommonEuropeanFrameworkofReference.ThemaintargetgroupsfortheMercatorResearchCentreareprofessionals,researchers,andpolicymakersfromallmemberstatesoftheCouncilofEuropeandbeyond.

Q&A Through the Question and Answer Service available on ourwebsite(www.mercator-research.eu)wecaninformyouaboutany subject related to education in minority or regional lan-guagesinEurope.

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Available in this series:

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2010

ISSN: 1570 – 12391st edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This regional dossier was been compiled by Giovanni Belluscio. Unless otherwise stated academic data refer to the 2008/2009 school year. All educational statistics have been provided by the relevant educational authority, unless otherwise stated.

AcknowledgementsThe author wishes to express his gratitude to all those who provided material and data through their scientific publications; to Mr. Domenico Morelli for having followed step-by-step the growth of this dossier and for having read its different versions; and to the staff of the Mercator Research Centre for having made observations and suggested additions and clarifications when needed.

From May 2010 onwards Tjallien Kalsbeek and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Irish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Kashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

European Research Centre onMultilingualism and Language Learning

| Regional dossiers series |

c/o Fryske Akademy

Doelestrjitte 8

P.O. Box 54

NL-8900 AB Ljouwert/Leeuwarden

The Netherlands

T 0031 (0) 58 - 234 3027

W www.mercator-research.eu

E [email protected]

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