Albanian in Italy

8/7/2019 Albanian in Italy

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European Research Centre onMultilingualism and Language Learning

| Regional dossiers series |

albanian

The Albanian language in education in Italy

hosted by


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e

:

This document was published by the Mercator European Research Centre on Multilingualism

and Language Learning with nancial support from the Fryske Akademy, the Province of

Frysln, and the municipality of Leeuwarden.

Mercator European Research Centre on Multilingualismand Language Learning, 2010

ISSN: 1570 1239

1st 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.

Acknowledgements

The author wishes to express his gratitude to all those who provided material and data

through their scientic 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

clarications when needed.

From May 2010 onwards Tjallien Kalsbeek and Saskia Benedictus-van den Berg have

been responsible for the publication of the Mercator Regional dossiers series.


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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........................................................44

Referencesandfurtherreading..............................................45

Addresses...............................................................................63

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

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


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The AlbAniAnlAnguAgeineducATionin iTAly

3

Foreword

background The Mercator European Research Centre on Multilingualism

and Language Learning aims at the acquisition, circulation,andapplicationofknowledgeintheeldofregionalandminor-

ity language education. Regional or minority languages are

languages that differ from the ofcial language of the state

wheretheyarespokenandthataretraditionallyusedwithina

giventerritorybynationalsofthatstateformingagroupnumeri-

callysmallerthantherestofthestatespopulation.Forseveral

yearsan importantmeans for theMercatorResearchCentre

to achieve the goal of knowledge acquisition and circulationhas been the Regional dossiers series. The success of this

seriesillustratesaneedfordocumentsstatingbrieythemost

essential featuresoftheeducationsystemofregionswithan

autochthonouslesserusedlanguage.

aim Regionaldossiersaimatprovidingaconcisedescriptionand

basicstatisticsaboutminoritylanguageeducationinaspecic

regionofEurope.Aspectsthatareaddressedincludefeaturesoftheeducationsystem,recenteducationalpolicies,mainac-

tors, legal arrangements, and support structures, as well as

quantitativeaspects,suchasthenumberofschools,teachers,

pupils,andnancialinvestments.Thiskindofinformationcan

serveseveralpurposesandcanberelevantfordifferenttarget

groups.

target group Policymakers,researchers, teachers,students,andjournalists

mayusetheinformationprovidedtoassessdevelopmentsin

Europeanminority language schooling. They can also use a

Regionaldossierasarstorientationtowardsfurtherresearch

orasasourceofideasforimprovingeducationalprovisionsin

theirownregion.

link with In order to link these regional descriptions with those of na-

tional education systems, the format of the regionaldossiers

follows the format usedbyEurydice, the information network

oneducationinEurope.Eurydiceprovidesinformationonthe

Eurydice


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educATionAndlesserusedlAnguAges

4

administrationand structure ofnationaleducationsystems in

thememberstatesoftheEuropeanUnion.

contents Theremainderofthisdossierconsistsofanintroductiontotheregionunderstudy,followedbysixsectionseachdealingwitha

specicleveloftheeducationsystem.Thesebriefdescriptions

contain factual information presented in a readily accessible

way.Sectionseighttotencoverresearch,prospects,andsum-

mary statistics. For detailed information and political discus-

sionsaboutlanguageuseatthevariouslevelsofeducation,the

readerisreferredtoothersourceswithalistofpublications.


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1 Introduction

language Arbrishtja(AlbanianofItaly;hereafter:Italo-Albanian)isadia-

lectalvarietyofAlbanianstillspokeninforty-sixArbresh(here-after: Italo-Albanian) villages scattered in Southern Italy and

Sicily.Albanian is an Indo-European language1 spoken in the

RepublicofAlbania,RepublicofKosovo,RepublicofMacedonia,

RepublicofMontenegroandintheRepublicofSerbia(Presheva

Valley);itsstandardformistheofciallanguageoftheRepublics

ofAlbaniaandKosovo.Albaniandialects, besides in Italy, are

alsospokeninGreece,BulgariaandUkraine.Fromascientic

pointofviewItalo-AlbanianisconsideredtobeadialectalvarietyofthesouthernAlbaniandialectcalledToskandisspokenina

largeandnonuniformlinguisticarea.TheItalo-Albaniandialect

varietyhasalwaysbeenandisstillusedaboveallinprivatelife

forfamiliaraffectsandhasacommunitariandiffusion;itisconsid-

eredbyspeakersasanon-prestigiouscodeasopposedtoItal-

ian,whichhasonthecontraryasocialdistributionandisusedin

publiccontextsorbusinessandisconsideredbyItalo-Albanians

inItalyasanofcialandmoreprestigiouslanguage.

ThepresenceoftheItalo-Albaniandialectalvarietyinsouthern

Italy is due to the presence of an Italo-Albanian population

as the result of several migratory waves from the Balkans,

especially from southernAlbania and the Peloponnese, after

the Ottoman invasion of the Balkan region in the middle of

thefteenthcentury.HavingreachedItalyAlbanianssettledin

isolated,remoteandinaccessibleareasofsouthernItaly(the

formerKingdomofNaples), inmost casesre-populatingpre-

existinginhabitedareas.Theirhistory,apartfromsomerecent

scholarlystudies,istothisdaybasedondescriptionsfromthe

lateRomanticperiodaswellasonafeworiginaltextsandcop-

iesoflegaldocuments2.

The twentieth-centuryAlbanianmigrantsarenotconsideredas

so-calledhistoricalsettlersevenif,assomeargue,thislastmi-

gratingwavecouldbeaddedtotheformerandcountasthevery

lastmigration.Thereissomeinteractionbetweenthenewcomers


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andthehistoricalsettlersinthesensethatsomeAlbaniannew-

comersdecidedtosettleinItalo-Albanianhistoricalcommunities

andtheystilllivetheretoday(Maddalon&Belluscio,2002).

The Italo-Albaniansdonot usea singleandunied linguistic

code,infactthereareasmanydialectsastherearecommuni-

ties.Manydialectsareverysimilartoeachother,whileothers

are so different (differences in phonetics, morphology, word

forms,andsemantics)thatspeakersdemonstratesomedifcul-

tiesunderstandingeachother.SotheyprefertospeakItalian

together insteadofone of the Italo-Albaniandialect varieties.

Italo-AlbanianspeakersalsoprefertoswitchtoItalianwhenevertheyhavetosustainaconversationordiscussparticularissues.

Thisisalsocommonbetweenspeakersinthesamecommunity

whondthemselvesdiscussingatopicthatisoutsidetheusual

dailyrange,ormattersunrelatedtoeverydaylife.

Solano (1979) developed and demonstrated a classication

andsub-divisionofthedialectsonthebasisofsomephonetic

consonant phenomena and divided Italo-Albanian linguisticvarietiesintothreemainandtwosecondarydialectgroups,the

differencesbeingmainlyphonetic,lexical,and,inpart,morpho-

logical. Savoia (1991) broadened the parameters by adding

morphologicalandlexicalelements,althoughtheoverallpicture

setoutbySolanoremainedsubstantiallyunchanged.

Italo-Albaniandialectvarieties,whilenot likeanydialect in the

homecountry,areaseparatesystemwithmanystructurallin-

guisticsimilaritiesthatbringitclosetotheToskdialectvarieties

oftheLabriaandamria(bothareasinthesouthofAlbania)

andwhichrepresentsafrozenmedievalstageoftheAlbanian

language. It retains many archaic characteristics that have

changed over time due to prolonged contact with the Italian

languageanditsdialects.ThefactthatthestandardAlbanian

language today has aTosk base offers theAlbanians of the

diasporaanopportunitytounderstandandlearnitmoreeasily.


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The rst evidence of a written language among the Italo-

Albaniansdatesfrom1592withthepublicationofEmbsuame

e Krshter (The Christian Doctrine) by the Italo-Albanian

papas (father)LucaMatrangaofPianadegliAlbanesi inSic-ily.Italo-Albanianwritershaveusedtheirlocallanguagesince

thattime,withatendencytocreateamoreelaboratelinguistic

koin(common)commencingintheearly1800swiththework

ofGirolamodeRada(1814-1903)3.Itshouldberemembered

thatintheRepublicofAlbaniaasinglealphabetwasonlyjust

developedin1908,andthatittookseveraldecadesbeforeits

usebecamethenorm.Buttherewerealsoobjectionstotheuse

ofMonastirsalphabet4intheItalo-Albaniancontextevenmorerecently(forexample,G.Gangales5workfromthebeginning

ofthe60s).Objectionswhichhavebeenbasedonthedifferent

literarytraditionandthelinguisticandculturaluniquenessofthe

Italo-Albaniandialectalvarietywhencomparedtothehistorical,

linguisticandculturalevolutionoftheRepublicofAlbania.

Nowadays,itcanbesaidthatItalo-Albanianisamixed-language

codewithfrequentandnormalcode-switching,whichhasdonearelativelygoodjobretainingbothitssyntacticandmorphological

structuresbutwhichhasmodiedandlostalotofitsphoneticand

lexicalintegrity.Fromasociolinguisticpointofviewitsspeakers

arealsodescribedasdiglossicorbilingual:theyuseItalo-Albani-

aninfamiliarorcommunitycontexts,buttheyalsousestandard

regionalItalianatschool,outsidetheircommunity,orwithnew-

comers living inside theircommunity,and theycan alsospeak

the Italiandialectof the neighbouring Italianvillages. Standard

Albanianisknownonlybythosespeakersthathavestudiedand

learneditfortheirjoborforindividualculturalinterest6.

In the past, the rst contact of the Italo-Albanians with the

Italianlanguagewouldtakeplaceintheclassroom,sothatit

could be said that Italo-Albanian children were monolingual

Italo-Albanianspeakersuntil the age ofsix.Nowadays, even

thoughmany like to insist this is still thecase, children start

primaryschoolhavingalreadyacquiredagood,ever-improving,

knowledgeofItalian.


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ItisimportanttorememberthatinteractionbetweentheAlbanian

andItalianlanguagegroupshasincreasedlately.Apartfromthe

AlbanianimmigrantswhocametotheItalo-Albanianvillagesafter

thefallofcommunism,therearenowamongItalo-Albaniancom-munitiesa largenumberofnon-Albanian-speaking immigrants,

i.e.youngItalianmarriedcouplesorsinglesfromItalianvillages

orcitiesthatmarriedItalo-Albanianmenandwomen.Thismeans

thatchildrengrowupinbilingualfamilies.TheItalo-Albanianmi-

norityisclearlynotalinguisticallyhomogeneousentity.

Out of this demographic diversity come various visions and

interestswithregardtothelocallanguageandculture,leadingtodifcultiesintakingstepstomaintainandprotectlanguage,

traditions,andcustoms.

Currentlythereisnoaccurateinformationabouttowhichextent

the Italo-Albanians actively use the Italo-Albanian language,

norarethereanydataoncurrentliteracylevels.Thereisno

doubtthatthecurrentsituationissignicantlybetterthanthat

uncoveredbyHarrison(eldresearchintheperiod1972-1976)whenonly8%wereliterateinItalo-Albanian.Theimprovement

is undoubtedly due to the increase in language teaching in

schoolsasaresultofan increasein thenumberofuniversity

graduatesandawideruseofthelanguagefollowingtheintro-

ductionofthe lawNormeinmateriadituteladelleminoranze

linguistiche storiche 482/99 (came into force in 1999; Law

on the protection of historical linguistic minorities; hereafter:

Law 482/99). Nevertheless, written Italo-Albanian is still not

widespread in the various social contexts, and spoken Italo-

Albanianisindeclineasthelanguageisnotbeingpassedonin

families,whiletheItalianlanguageis.

population NowadaysItalo-Albaniansliveinaboutftycommunitiesscat-

teredoversevensouthernItalian regionsand tenprovinces7.

Becauseofthisgeographicaldispersion,Altimarietal.(1986)

havereferredtoitasalinguisticarchipelago.


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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 that

awiderethnicawarenessbegantodevelopamongtheItalo-

Albanians,togetherwiththeunderstandingofthenumberand

locationofthecommunities.

PESCARA

CAMPOBASSO

NAPOLI

TARANTO

POTENZA

FOGGIA

COSENZA

PALERMO

CATANZARO

CROTONE


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Today, itcanbesaidthat the Italo-Albaniansnotonlyhavea

clearer understanding of their geographical, historical, social

andpoliticalsituation,buttheyarealsosurelybetterinformed

aboutculturalandeducationalissues.ThisraisedawarenesscanbetracedbackbothtothemanyItalo-Albanianlanguage

and cultural promotions and projects conducted by associa-

tions, cultural groups, and Italo-Albanianpublications, and to

theworkdoneintheareasofresearchandeducationbyAlba-

nianlanguageandliteraturedepartmentsintheItalianuniversi-

ties,whichhavetrainedandcontinuetotrainalargenumberof

Italo-Albaniansacademics.

OnlyaveryroughestimateofthenumberofItalo-Albaniansin

Italyisavailable,whichrangesbetween100,000and150,000.

Thisisclearlyanindicativenon-realgureas,takingthetotal

number living in Italo-Albanian communities as the starting

gure, 15-20 % of that number which is not Italo-Albanian

speakingneedstobededucted.Unfortunately,asthereisno

agreedmethodforincludingorexcludingdescendantsofmixed

marriages,and/ornon-Italo-Albaniancoupleswhohavesettledin Italo-Albanian communities, who live inside the communi-

tiesandarelinguisticallyintegrated,theguresbecomeeven

moreimpreciseandthetotalnumberisboundtobelowerthan

iscommonlybelieved8.Ontheotherhanditisnotpossibleto

count the Italo-Albanians that belong to the internal (Italian)

diasporaandtheirdescendants,aswellasthoseoftheforeign

diaspora,astheyarehiddeninthegeneralpopulationofthe

placesweretheyhavesettled(Harrison,1979b).

Populationstatisticshavebeenavailablesince1543(Zangari,

1941),aswellasintheCatastionciariregisters(census)since

themiddleoftheeighteenthcentury,andfrom1861to1921in

thecensusesoftheItalianpopulationbytheIstitutonazionaledi

statistica(Istat,theItalianNationalInstituteofStatistics)(Gam-

barara, 1980). It was the fascist government which stopped

gathering data on the Italo-Albanian-speaking population like

onalltheotherminoritygroups,andthisnegativestancehas

persisted ever since.As indicated above, it isnot enough to


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shows that the responses inboth casesare 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 researcherswere casual and not

basedonsound,effectivedata.Untilacompleteand reliable

surveyiscarriedout,eitherbythegovernmentaspartofthe

nextpopulationcensus,orbyindividualmunicipalities,itisnot

possibletogiveaprecisegureofthesizeoftheItalo-Albanian

speakingcommunityinItaly10.

language Italo-Albanianhasbeenandstillisaboveallanorallanguage.

IthasalwaysbeenwidelyusedinthepublicsectorwhereItalo-

Albanianspeakersworked forexample intownhalls,postof-

ces,andinschoolsbetweenparentsandteachers.Therewas

never aproblemabout using the language in aplacewhere

theofciallanguagewassupposedtobeused.Whatmattered

mostwasthelanguagemostcommonlyspokenbytheperson

youwere talking to. In the past,speaking Italo-Albanianwithstudents in class was not allowed, even when the teacher

wasanItalo-Albanianspeaker.Italo-Albanianwasneverused

onofcialoccasionssuchasattowncouncilmeetings,public

gatheringsandassemblies,notbecauseofanyparticularban

butduetoself-censorship,theimportanceoftheevent,andin

ordertoensurebettercommunication.Theuseofthewritten

languagewasnotwidespreadandeventodayisstillrestricted

toparticularItalo-Albanianculturalpublications,andrarelyfor

standardofcial,semi-ofcialorpersonaltexts.

Onlywith the introductionofLaw482/99 (for the Italo-Albani-

an community this was precededbynumerous specic draft

piecesoflegislation,bothatthenationalandtheregionallevel,

whichunfortunatelywereneverenacted) the conditionswere

createdwhichallowedthewrittenlanguagetobeused,option-

ally,inofcialdocuments,publicschools,andlocaladministra-

tions. Nevertheless, even before the introduction of this law,

in someItalo-Albaniancommunities local administrations had

status


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introducedbilingualplacenamesinurbanand ruralareas in-

sidemunicipalborders.Today,localtoponymsignsareallowed

bylaw.Thishasalsohappenedintheprivatesectorwithshop

signage,althoughinaverylimitedway.

In public schools at both the primary and lower secondary

levels,asearlyasthe1960s,followedbysignicantgrowthin

the1980s,extracurricularlanguageandcultureclasseswere

available. These took advantage of opportunities offered by

ministerialpolicycircularsand/orlegislationwhichwerefreely

interpretedinordertotamultilingualcontext 11.

Nowadays,despitelegislationwhichallowsfortheofcialuse

ofaminority languageineverypossiblecircumstance,it isstill

astruggletopromoteItalo-Albanianandhaveitusedwidelyin

documents and in public placesaswellas insocial contexts.

Thisisespeciallythecaseforwrittenlanguage.Amongother

things,aneffortisbeingmadetohavethepostalservicerecog-

niseandusebilingualplacenamesandtohavetheseusedin

anyofcialdocumentproducedinsidetheItalo-Albanianspeak-ingcommunity.Amajorcontributiontoextendingtheuseofthe

writtenlanguageinthecommunitiesoftheProvinceofCosenza,

aswellasinafewothercommunitiesinotherprovinces,arises

fromusingthenationallegislationtoestablishnumeroussportelli

linguistici,whichareinchargeofspreadingItalo-Albanianinthe

publicadministrationatlocalandprovincialgovernmentlevel12.

Importantaswellisthescienticroleandthecoordinationdone

bytheUniversitdellaCalabria(UniversityofCalabria)andthe

CattedradiLinguaeletteraturaalbanese(ChairoftheAlbanian

LanguageandLiterature),which,afterLaw482/99came into

force, created a provincial coordination centre for historical

Italo-Albaniancommunitiesof the provinceofCosenza.After

beingadoptedbyotherprovinceswithItalo-Albaniancommuni-

ties,theCoordinamentoInterprovinciale(InterprovincialCoordi-

nation)wasestablished,foreseenbyLaw482/99.

ActivitiesplannedbytheUniversityofCalabriaareamongoth-

ersvarioustrainingcoursesforcivilservantsresponsibleforthe


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provinciallinguisticpolicyandaMastercourseonthetopicof

Italo-Albanianlinguisticandculturalpolicy13.

status of Until1999,Italo-Albaniancouldonlybetaughtoutsidetheschoolcurriculumandasanoptional,non-traditionalsubjectinprimary

andlowersecondaryschools.Inthepast,onlyaftertheso-called

Decreti Delegati (1974; TheseDecrees gave public schools a

modern and democratic organisation, implying the representa-

tionofparentswithindecisiveschoolorganssuchastheSchool

Council. And gave the schools also a restricted autonomy in

drawingupschool-andteaching-programmes)andwiththeop-

portunitiesprovidedbylegislationandministerialpolicycirculars,itbecamepossibletoadaptacurriculumtolocalneeds,butas

mentionedabove,onlyoutsidetheschoolcurriculum.

Subsequently, new secondary school programmes provided

clearguidelineson themaintenanceand teaching ofminority

languages andcultures (Decretoministeriale del09/02/1979).

Followingthislegislationandthenewopportunitiesitopenedup,

non-traditionalprogrammeswereruninprimaryschools.Exam-pleswerethoserunbyC.CandrevaandC.Stamilein1976at

theCerzetoprimaryschool,andinCaraffadiCatanzaro(both

inCalabria)where,accordingtoMazzei(2002),theschool,over

theyears,madeupforthelackofspecicguidelinesforthepro-

tectionoflanguagesandculturesbyusinglegislativetools,e.g.

1985LeggeRegionaleCalabrian.27,article4(RegionalLaw

27/85ontherighttoeducation).Othernon-traditionalteaching

programmeswereruninSicilybyG.CucciaandGuerino,and

byC.DePadova,intheonlyexistingItalo-Albaniancommunity

intheprovinceofTarantointheregionPuglia14.

However, in view of the different political and administrative

circumstancesinwhichItalo-Albaniancommunitiesndthem-

selvesliving,legislationanditsimplementationvarysignicantly

fromoneregiontothenext,soitisdifculttogeneralise.The

regions Basilicata (1998), Campania (2004), Molise (1997)

andSicily(1998)havealreadyenactedregionallegislationto

support and protect Italo-Albanian communities living under

language

education


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theirjurisdiction.In2003Calabriahasalsopassedaregional

law,followedbycriticismandreservationsvoicedbymanydif-

ferent parties and universities.Abruzzo and Puglia have not

yetintroducedanyspeciallaws.ItisclearthattheteachingofItalo-Albanianisnottheimmediateresponsibilityoftheregions,

but also depends on provinces, municipalities, the teachers

willingness, school directors, universities, and cultural asso-

ciations. Nevertheless, local legislative action can provide a

powerfulstimulustothedevelopmentoflanguageprogrammes

forchildrenand/oradults.Whenaregionprovidesadhoclaws

tosafeguardminorityculture,anextraordinarynumberofinitia-

tivesspreadsout,aboveallbecauselocallegislationcanalsoprovidesomemoreeconomicsupport.

Inaresearchcarriedoutin1972byHarrisonandcolleagues

(unpublished)inthreeItalo-Albaniancommunitiesintheprov-

ince of Cosenza a survey (unpublished) was done on the

teaching of Italo-Albanian in schools; the respondents were

1,682 people who represented the general population (889

menand793women).Harrison(1979b)statesthat47%oftherespondentswouldhavepreferredittobeacompulsorypartof

thecurriculum,13%thoughtitshouldbeoptional,3%wanted

it introduced at thehigher secondary leveland36%didnot

answer the question.According toHarrison (1979b), the last

mentionednumbermayindicateanimplicitlynegativeposition

whichhasnotbeenexpressedopenly,simplyoutofrespectfor

theItalo-Albanianresearcherswhowereconductingthesurvey

andwhothisisknowninthetownswanteveryonetolearn

toreadandwriteItalo-Albanian.Infacttheblankresponseto

thisquestionwassuppliedbythoseforwhomreadingandwrit-

inginanylanguageisanabstractconcept.Theyeithernever

learnt toor, over the years, have forgotten the little capacity

theyhadpickedupsolaboriouslyatsomestageinthepast.

education ThereformoftheeducationsystemunderLeggen.53Delega

alGovernoperladenizionedellenormegeneralisullistruzione

edeilivelliessenzialidelleprestazioniinmateriadiistruzionee

formazioneprofessionale53/2003(enactedon28March2003;

Lawongeneralstandardsofeducationand levelsofbenets

system


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ineducationandtraining;hereafter:Law53/2003),afterstrong

oppositionandheavycriticism,restructuredtheItalianschool

system to ensure a strong connection between education

andtheworldofwork.Educationpathwaysarestructuredasfollows: pre-school (attendance not compulsory); rst school

cycle, which includes primary school and lower secondary

school(attendanceiscompulsory),andattheendofthis,on

completinganationalexamination,studentsareadmittedtothe

secondcycle,ofhighersecondaryeducation,whichisdivided

into twostreams.One stream takesstudentsthroughvarious

highschooloptionswhiletheotherleadsstudentsthroughvo-

cationaltraining.Duringthisstagestudentscanswapbetweenstreams.Afthyearprovidesanopportunityforstudentsinthe

highschoolstreamtomoveontotertiaryeducationandtrain-

ing,orpostsecondarytechnicaltraining,subjecttosuccessful

completionofanationalexamination.Studentscomingthrough

the vocational training stream may complete a fth year of

study, sit for the nationalexaminationand subsequently pro-

ceedtouniversityor,withoutcompletingtheexamination,may

continueontopostsecondarytechnicaleducation.

private and NotalltheItalo-AlbaniancommunitieshavetheirownIstitutisco-

lastici(schoolinstitutions).Whileallhavepre-schoolsandprimary

schools,lowersecondaryschoolsaremostlyannexesandonly

very few communities have higher secondary schools (usually

partofotherinstitutions).Mostschoolsaregovernmentrun,while

pre-schoolsarebothpublicandprivate,i.e.managedbytheItalo-

AlbanianGreek-Byzantinereligiousordersfromtheeparchiesof

LungroandPianadegliAlbanesi.Theliturgicallanguagesusedby

thereligiousordersare(inorderofuse)Greek,ItalianandItalo-

Albanian.Inothercommunitiespre-schoolsarealsooperatedby

thegovernment.Foranoverviewofthesituationfourteenyears

agoseethedata,albeitincomplete,gatheredbyBelluscio(1995).

The reformof the Italianeducation systemhas led to thees-

tablishmentofIstituticomprensivi(combinedlevelschools)with

the intention to simplify school administration and increasing

schoolsizes.Thisistheresultoftheenactmentoflegislationto

ensureteachingandadministrativeautonomy(fromSeptember

public


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2000onwards)and only indirectly to improvestrategies,pro-

grammes, and teaching activities. It has led to many school

mergerswhichhave,partly,causedadvantagedschoolswithin

theItalo-AlbaniancommunitybycreatinghomogeneousgroupsasinthecaseofDistrettoScolastico19(nineteenthschooldis-

trict)inCastrovillari(Calabria)wherethreecombinedschools

were established, unifying the commitment and hardwork of

thecommunitiesofAcquaformosa,Lungro,Firmo,SanBasile,

FrascinetoandCivita(Belluscio&Lentini,2002,pp.105-151).

bilingual Bilingual education is very limited. In schools where Italo-

Albanianistaughtalongtermbilingualeducationprogrammeis not implemented. Important to mention here is the lack of

a law providing bilingual education, but also weak economic

investmentsinteachersandeducationalmaterialsarecausing

problems. Where bilingual education is implemented, this is

uncoordinatedandfragmented.Anddependssolelyonthewill

oftheteacher.

administration Fromanadministrativepointofview,publicschoolsarerunbythe government. Private schools that operate under govern-

ment guidelines receive government funding. At both public

and private schools Italo-Albanianmay be taught by regular

staffmembersorexternalcontractorspaidfromneworexisting

specialpurposefunding.Onthebasisoftheirnewlyacquired

teaching autonomy, schools may apply for funding for Italo-

Albanian programmes under Law 482/99 which protects the

rights ofhistorical linguisticminorities in Italy. Itmustbesaid

thatthusfaronlyafewcombinedandindividualschoolshave

conductedItalo-Albanianlinguisticandculturecoursesforstu-

dentsortrainingprogrammesforteachers.

inspection Intheareaofbilingualeducationthereisnoformofcontroland

inspection,neitherbytheschooldirectorsnorbyexternalbod-

ies(e.g.ministriesandregionaleducationofces).

Anindirectandsoft,mildvericationontheteachingpracticein

education

forms


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schoolsiscarriedoutbyuniversityteachertrainersonItalo-Al-

banian,whoapprehendthedifcultiesencounteredbyteachers

intheclassroomandtoaddress(andpartlysolve)questions

concerningteachingandtools.

This lackof inspection can causedisregardof the role of the

bilingualteachersandothereffects,forinstancelowersalaries

ofteachers.

support BoththeChairoftheAlbanianLanguageandLiteratureatthe

UniversityofCalabriaandtheUniversitdegliStudidiPalermo

(UniversityofPalermo)havebeenprovidingsupportstructuresandensureon-goingadvice,scienticsupport,culturalpromo-

tion, and cooperation concerning educational activities. The

University of Calabria has for the past thirty-ve years been

acentralrecourseforanyoneworkingtoprotectandpromote

Italo-Albanian culture inCalabria, both because its expertise

anditslocation.TheUniversityofPalermoisdoingthesamefor

theItalo-AlbaniancommunitiesinSicily.

TheAssociazione InsegnantiAlbanesidItalia (AIADI, the Ital-

ianAlbanianTeachersAssociation,foundedin1965)hasalso

beenoperatinginCalabriaforalmostfortyyears.Thepurpose

of AIADI is to promote initiatives aimed at preserving the

Italo-AlbanianheritageandtoworkwithItalo-Albanianschool

communities to develop an appreciation of the present and

historicalvalueofthisuniqueculture.Thishasobviouseduca-

tionalvalue,asthecultureinquestionisofgreatimportance

forthebalanced,personaldevelopmentofstudents.TheAIADI

therefore is trying tohave themother tongue, Italo-Albanian,

introducedasavehicleforthepromotionoftheenvironmental

culture.However,formorethantwodecadesitappearstohave

distanced itself from the real issues ofschool education and

exhausted its initial positive impetus. The last considerable

servicetotheschoolsistheeditionofaschoolbookforboth

primaryandlowersecondaryschoolspublishedwiththeeco-

nomiccontributionoftheEU15.

structure


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2 Pre-school education

target group Pre-schooleducationismeantforchildrenbetweenthreeand

sixyearsold.Attendanceisnotcompulsory.Pupilsmayattendoneclasswithoutanyagedifferentiationorbedividedintoage

groups. Public schools charge only for some services, while

privateschoolsmayalsochargeamonthlyfee.

structure The situation in the Italo-Albanian communities is not easy

to dene with any precision given the variety of geopolitical

contexts in which they nd themselves. In most cases, re-

sponsibilityforpre-schooleducationlieswithlocalorprovincialgovernments. Private schools are either parity (the state of

being equal, i.e. they operate under the same guidelines as

publicschools)ornon-parity,andarealmostallrunbyreligious

orders.

legislation Fromalegislativepointofviewallschoolsareintegratedinto

theItalianeducationsystem.

language use Generally speaking, the languageused in public andprivate

schoolsisItalian.Albanian,initslocaldialectalvariationItalo-

Albanian,isoccasionallyuseddependingonpersonalchoice

bysometeachers,butonlyasafeatureintheatrical,cultural

events, and singing. In the past, when children started pre-

school as monolingual Italo-Albanian speakers, the primary

commitmentoftheschool, responding inpart totheexpecta-

tionsoftheparents,wastoteachthemItalian.Nowadays,most

children from an Italo-Albanian-speaking background begin

pre-school education as Italian speakers, with or without a

passiveknowledgeofItalo-Albanian,whileasmallernumberis

bilingualinItalo-AlbanianandItalian.

Unfortunately, there isstillno legislation (unlike in thecaseof

LadininthenorthofItaly)toensurethatonlynativespeakersof

Italo-Albanianareallowedtoteachatpre-schoollevel.Schools

whichdonothavenativespeakingItalo-Albanianteacherson

staffareobligedtolookoutsidetheschoolwhenwantingtorun


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21

Italo-Albanianlanguageprogrammes.Thiscausesarangeof

problemswhichoftenleadstotheabandonmentoftheidea.

Privatepre-schools runby female religiousorders (belongingtotheeparchiesofLungroandPianadegliAlbanesi,Catholics

oftheEasternRitesChurch),evenwhereteachersarenative

speakersofItalo-Albanian,donotappeartoshowmuchinter-

estinteachingItalo-Albanianorusingitasmediumofinstruc-

tion.Thismightbecausedbytheincreasinghostileattitudeof

mostparentstowardstheuseandlearningof Italo-Albanianin

schools. Parents consider the Italo-Albanian linguistic variety

(aswell as culture) of lower cultural status, and they do notconsiderthislanguageaspracticallyusefulinthemodernand

globalisedworld;theyconsiderstudyingandlearningEnglish

asthebest.

Notableat themoment, in particular after the introductionof

Law482/99,isanincreaseofon-goingoroccasionalactivities

involvingtheteachingofItalo-Albanianandtherecovery,pro-

tectionandtransmissionofthelocalItalo-Albanianculture.Thisonlyholdsforthepublicschools.Hereparentshavefewerpos-

sibilitiestobeopposedtothedecisionsofschools.Forprivate

schoolsparentshavetopayamonthlyfeeandaretherefore

abletoexpresstheirwishes.

teaching Untiltodaynospecicteachingmaterialandbookshavebeen

publishedforpre-schoolpupils.

statistics AsaresultofthegeneraldeclineinpopulationthroughoutItaly

thereisnowaworryingdropinschoolpopulation.Thisdevel-

opmentisevenmoresignicantintheItalo-Albaniancommuni-

ties,partlyduetoyoungerfamiliesmovingtonon-Italo-Albanian

speaking centres for work and better opportunities. Hence

someschools have to run composite classes.Tounderstand

the situation, all one needs to do is examine census gures

of Istat from 1951 to 1991. For a community such as San

CostantinoAlbanese(intheprovinceofPotenza),numbersof

childreninthe0-5age-rangeare:1951:193;1961:183;1971:

material


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22

112;1981:64;1991:35.The1991gureshowsanaverageof

sevenchildrenperageyearfrom0to5or3.3%ofthetotal

population-in1951itwas10.9%(Orono,2001).Inthepast

a veryhigh percentage of thesechildrenwere Italo-Albanianspeaking but in these last years they are above all Italian

speakingeveniftheyareofItalo-Albanianorigin.

Ofcialguresarenotavailableforschoolattendance,norare

thereanygeneraldataonthelanguagestatusofstudentsor

howmanystudentsare involved instudying Italo-Albanian in

schools where programmes are being run. This also applies

totheotherlevelsofschooleducation.Theissueofcollectingstatisticsisyettobesolvedandmustbetackledtogetherwith

acomprehensivesurveyofalltheschoolsintheItalo-Albanian

communitiesinItaly16.


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3 Primary education

target group Primaryeducationismeantforchildrenbetweensixandeleven

yearsold.Fromthe2003-2004schoolyear,childrencanalsobeadmittedtoprimaryschoolsattheageofve,afterthewish

oftheirparents.

structure There are no private primary schools in Italo-Albanian mu-

nicipalities. School programmes follow ministerial guidelines

butschoolautonomyallowsprogrammestobeadaptedtosuit

the special languageand culturalneedsofthedifferent Italo-

Albaniancommunities.

legislation ThelegislationisthatoftheItalianeducationsystem.

language use Thelanguageof thecurriculum is Italian.Someschoolshave

startedteachingItalo-Albanian(eventhoughthismayonlycon-

sistofbasicliteracyskills),rangingfromthelocalvarietytothe

discoveryandexplorationofthestandardAlbanianlanguage.

Thoseschoolsprovide theopportunity to learnthe language,butonlyfortwo-threehoursperweek(andveryoftenforonly

onehourperweek).Italo-Albanianisnotthemainteachinglan-

guageandisneverusedtoteachtheothersubjects.Formerly,

Italo-Albanian was taught as extra-curricular subject. Today,

thankstoLaw48/299,itcanbetaughtasasubjectbut,assaid

before,itdependsontheparents,i.e.itisafacultativesubject.

teaching Since the 1960s various school books concerning teaching

Italo-Albanian have been published (Gangale, 1964; Golletti

Baffa,1977and1979).Themostmodernonesarepublished

after 2000, e.g. Udha embar (Mandal ...et al., 2001) and

Alfabetizzazionearbreshe(Bruno...etal.,2000).Noreprints

orneweditionsaremadeuntilnow.

Thereisnoofcialinspectiononthebookscontentandlinguis-

ticstandards,ashappensforbooksadoptedbyItalianschools,

bytheMinisterodellIstruzione,dellUniversitedellaRicerca

(MinistryofPublicEducation).

statistics Therearecurrentlynoofcialstatisticsavailable.

material


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25

taughtelsewhere,norisitlikelythatitwillbeusedinthenear

futureasamediumofinstruction.

Duringthe2002-2003schoolyeartheLiceoScienticoStatalein Paola (an Italian speaking city on the Tyrrhenian coast),

receivedfunding fromthe regionalgovernment toruna thirty

hourAlbanian languageand culture programme. The course

was run intheafternoonsasanon-traditionalprogramme for

Italo-Albanian students from the nearby community ofFalco-

naraAlbaneseandsupportedthroughacloserelationshipwith

ShkollaeMesmePjeterMeshkalla(PjeterMeshkallasecond-

aryschool),asisterschoolinShkodr,Albania. This trialwaspartof theculturalexchangeprogrammesetup

almosttenyearsagobetweentheseschools.Thecourseend-

edwithabilingual(AlbanianandItalian)theatricalperformance

putonby thestudents, theirAlbanianguestsandmanyother

ItalianandItalo-Albanianstudentsfromothercommunities.The

coursewasfundedbytheregionalgovernment.

legislation The only state course ofAlbanian language and literature attheLiceoClassicoStataleinSanDemetrioCoroneisregulated

accordingtotheeducationalstandardsoftheItalianRepublic.

In2007,theUfcioscolasticoregionaledellaCalabria(Calabria

RegionalSchoolOfce)hassentadraftproposalforthecrea-

tionofaregionalrankingfortheteachersoftheItalo-Albanian

language and literature. However, this proposal is never fol-

lowedup.

language use Compared to primary school, we know that the teaching of

Italo-Albanian in secondary schools is not very widespread.

Again, thereare noofcial statistics.Where Italo-Albanian is

availableitisonlytaughtasasubjectandisneverthemedium

of instruction. Cultural activities and initiatives, or research

linkedtothelocalculture,aremorecommon.Teachersinsec-

ondaryschoolsrarelyspeakItalo-Albanianasarstlanguage

(i.e.thosewithItalo-Albanianoriginandabletouseoraland

writtenItalo-Albanianarelessthanthoseinprimaryschools),

noraretheyofferedanyspecialincentives.


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26

teaching Forlowersecondaryschool,theonlyteachingmaterialconsists

ofUdhaembar(Mandal...etal.,2001)andAlfabetizzazione

arbreshe(Bruno...etal.,2000),whicharedesignedmorefor

primaryschoolthanforsecondaryschool.Noreprintsorneweditionsaremadeuntilnow.

statistics Therearecurrentlynoofcialstatisticsregardinglowersecond-

aryschool.NoraretherestatisticsonItalo-Albanianstudentsin

highschools(highersecondaryschools)outsidetheircommu-

nities,orstatisticsonthenumberofstudentsattendingIstituti

superiori(colleges)intheaforementionedcommunities.

material


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5 Vocational education

target group Vocational education is meant for students who already de-

cidednot to pursue further studies after completion of lowersecondaryschool.Theyentertheworldofworkthroughvoca-

tionaltrainingprogrammes.

structure Coursesareusuallyrunattheregionalorprovinciallevel,vary

inlengthandhaveavarietyofpurposes.

legislation Therearenospeciclawsconcerningvocationaleducationin

Italo-Albanian.

language use Neither Italo-Albanian language classes nor the useof Italo-

Albanianasmediumofinstructionisavailabletochildrenwith

an Italo-Albanian background. The medium of instruction is

alwaysItalian.

teaching Noteachingmaterialexists.

statistics Aspreviousmentionedtherearenoofcialdataavailable.Note

that courses are not designed specically for Italo-Albanian-

speakingstudents,areusuallyonlyheld inthe larger centres

andthatthesekindsofstatisticswouldbeneitherpracticalnor

useful.

material


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6 Higher education

structure Thereformoftheuniversitysystem,initiatedin2003afterlively

debateanddisagreementintheacademicworld,ledtothees-tablishmentoftheso-calledshort,orrstlevel,degreegranted

after threeyearsof study, and a specialisedor second level

degreeafterafurthertwoyearsofstudy.

There are no specic post-secondary education structures

availabletoItalo-Albanianstudents,noraretheyabletolearn,

practiseandimprovetheirItalo-Albanianbyattendingagovern-

mentuniversity.OnlyintheuniversitiesthathaveChairsoftheAlbanianLanguageandLiterature,AlbanianPhilology,andAl-

banianDialectology(liketheuniversitiesofCalabria,Palermo,

Rome,Naples(alreadysince1900),Lecce,Bari,andVenice)

arestudentsabletostudythesesubjectsformally.Itshouldbe

notedthatthesesubjectscannowadaysbeincludedasoptions

inanydegreecourse,includingforexamplesciencedegrees.It

isonlyintheabovespecialisedareasthatstudents,apartfrom

studyingtheAlbanianlanguage,mayalsoattendclassestaughtin Albanian and sit for examinations conducted in Albanian,

thanks to the presence of Albanian or Italo-Albanian lectur-

ers.Oncompletionof theirstudies,studentsoftenchoose to

prepareanddefendadissertation17onanItalo-Albaniantopic,

thusprovidingasignicantcontributiontotheadvancementof

knowledgerelatedtotheItalo-AlbaniancommunityinItaly.

In the 1991-1992 academic year for the rst time in Italy a

PhD in Albanian studies was established. For the last cycle

in 2002 this doctorate has been available at the universities

of Calabria, Palermo and Tirana. Italian, Italo-Albanian and

AlbanianstudentswillbeabletostudyAlbanianlinguisticand

literarysubjectsatthehighesttertiarylevel.InFebruary2004

thecoursesoftherstpost-universityMasterforFormatoridi

linguaArbresh (Italo-Albanian language trainers)at theUni-

versit degliStudidellaBasilicata (UniversityofPotenza) for

Italo-Albaniangraduatesfromvariousregionshavestarted,a

similarMasterstartedearlierattheUniversitdegliStudidel


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29

Molise(UniversityofMolise).Finally,inFebruary2009,anew

MasterstartedattheUniversityofCalabria(MasterDisecondo

livelloinoperatorelinguisticoeculturalediareaarbreshe).

Theuniversitiesalsoprovideadviceandsupportinthetraining

ofteachersandItalo-Albanianlanguageandculturespecialists

forprimaryandlowersecondaryschoolswhichhaveintroduced

suchcourses.

legislation There are no specic laws concerning higher education in

Italo-Albanian.

language use Albanian(inparticularstandardAlbanian)isusedforlanguage

andliteratureclasses,butitalternateswithItalian,andonlyin

courseswithanAlbanianfocus.

teacher training (pre) primary training

Reference has already beenmade above to training and on-

going professional development of teachers. There are no

structured training programmes, nor is training compulsory.Training relies on schools taking the initiative to run specic

courseswhichhavenocontinuityandthatareofshortdura-

tion.Thegeographicaldistributionofteachersmakesitdifcult

to bring together large enough and varied groups to enable

participants todiscuss and compare experiencesoutside the

narrowenvironmentoftheschoolorinstitutetowhichtheybe-

long.Thereisaneedforregularintensiveresidentialcourses

designedspecicallyforItalo-Albanianlanguageteachers,and

notjustforanyteacherswhoareinterestedinAlbanianand

Italo-Albanian language and culture, as happens at the mo-

ment.Whilethe trainingcourseswhichhavebeenconducted

overthepasttwoyearshavecontributedtoanimprovementin

Italo-Albanianliteracyskillsandinotherareassuchasteach-

ingskills,linguistics,literature,andhistory,thesecoursesdid

notaimdirectlyatraisingthelevelofskillsoftheteacherswho

are involved in teaching Italo-Albanian language and culture

inschools.Therearenowanincreasingnumberof language

coursesduetothepossibilitiesproducedbyLaw482/99.


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secondary training

Therearenotrainingcoursesforteachersinhighersecondary

schools,whilethefewlowersecondaryschoolteachersusually

attendtrainingdesignedforthelargergroupofprimaryschoolteachers.

in-service training

Therearenotrainingcoursesasin-servicetrainingavailable.

statistics Nostatisticsareavailable.


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7 Adult education

Therearenoadultcoursesaimedatthegeneralpopulation.In

somecases(e.g.inAcquaformosa,Pallagorio,SanCostantinoAlbanese,VenadiMaidaandCaraffadiCatanzaro)therehave

beencoursesforlocalgovernmentstaffundertheprovisionsof

Law482/99,but,e.g.inthecaseofCaraffadiCatanzaro,the

employeesdemonstratedaverylowinterestalsobecausehalf

ofthemwerenotItalo-Albanianspeakers.


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8 Educational research

AstheItalo-Albanianlanguagehasonlybeentaughtinprimary

andlowersecondaryschoolsforthree-fouryears,itistooearlyto assess the outcome. In a fewyears time,when hopefully

Italo-Albanian will be taught more widely and after students

haveseveralyearsoflearningbehindthem,anevaluationof

the impact of including Italo-Albanian as part of the regular

schoolcurriculumwillhavetobecarriedout.

Withrespecttothepast,numerousstudiesareavailable,some

ofwhichhavebeen referred toabove, on the socio-linguisticsituationandonthestateofteachinginschoolsattendedbythe

Italo-Albaniancommunity.Forthisparticularaspect,andforall

otherissuesdiscussedhere,seeJochalasbibliography(1996)

andtheAltimariandSavoiamonograph(1994).Inrecentyears,

thereseemslittleinterestinthesefundamentalissues,yetthere

oughttobemoreresearchanddiscussion,especiallyinthear-

easofteachingingeneralandlanguageteachinginparticular,

as a result of themilestone decision to make Italo-Albaniana part of the school curriculum in the years of compulsory

schooling.


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9 Prospects

Suddenly, for theAlbaniansof Italyat the turnof thecentury,

schooleducationhasgonefrombeinganinstrumentoflinguis-ticrepression,onethatenforcesthesupremacyofanofcial

language,toaninstrumentthatoffersprotectiontotheirlocal

languageandcultureandpromotesethno-linguisticdiversity.It

nowseemsthatonlytheschoolsystemandincreasinglevelsof

literacycanprolongthelifeoftheselocallanguagesand,asa

result,alleffortsarebeingmadeinthisdirection.Unfortunately,

however,therealproblemhasmainlytodowithnumbers.The

communityspopulationhasagedandlessyoungcouplesaresettling in Italo-Albanianvillages, withmany choosing toset-

tle in the outlyingnon-Italo-Albanian urbanareas. The death

ratehasincreased,thebirthratehasdropped,therehasbeen

an alarming reduction in enrolments in pre-schools and pri-

maryschools,andcompositeclassesaremakingacome-back.

Giventhisprofounddemographicandstructuralchangeinthe

socialenvironment,thelowproportionofyoungspeakerswho

havereceivedaschooleducationwillnotbeadrivingforceinkeepingaliveItalo-Albanianlanguageandculturesothatitcan

besavedforthenextgeneration.Thecensusof2001(IRRE)

providessomecrucialgures.InCalabriaalonetherehasbeen

asteadyreduction,comparedto1991,inthesizeoftheItalo-

Albaniancommunity: intheprovinceofCosenza,thegeneral

populationhasdecreasedby2.3%comparedto10.21%inits

nineteenItalo-Albanianspeakingmunicipalities.Intheprovince

ofCrotonethereductionwas3.4%comparedto23.2%inthe

threetownsofCarzzi,PallagorioandSanNicoladellAlto 18.

Until ten-fteen years ago Bolognaris analysis (1978, p. 58)

would still be experienced as provocative and unacceptable.

Now, thirty years later, it seems sadly prophetic. Bolognari

states that introducing the teaching of Italo-Albanian in the

schoolsofItalo-Albanianvillageswouldseemtobeanarticial

andgenerallydemagogicinitiative.Inschoolsthatareempty-

ing,incommunitieswheretheoverallsizeoftheschoolpopula-

tioniseverdiminishing,andwherethenumbersthatcomplete


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34

compulsory schooling are dropping, it doesnt make much

sensetointroduceItalo-Albanianifitsonlyormainresultisto

teachliteracyskillsinItalo-AlbanianaswellasinItalian.

Undoubtedly though, as things stand, it is on literacy thatwe

must insist if we are to try to reverse the trend. The future

dependsonthisinitialeducationalinvestment,onabandoning

oldperspectivesfornewones.Thereisnodoubtthatthework

beingdoneinschoolsmustbeaccompaniedbyotheractivities

co-ordinated by governmental, cultural and religious entities

atthelocallevel.ThetransformationofItalo-Albanianfroma

schoolsubjectintoavehicularlanguageisacompulsoryde-velopmentstagetobereachedinthenearfuture,especiallyat

pre-schoollevelandinthersttwoyearsofprimaryschooling,

giventhefewercurriculumdifcultiesatthislevel.

If until recently it hasbeenobvious that Italianwasa second

language, can this still be claimedwith any certainty?While

visiting a number of Italo-Albanian communities in Calabria,

Basilicata,Puglia andMolise, it ispossible tosee the effortsthatarebeingputintoprimaryschoolsand,insomecases,pre-

schools.Unfortunately,theseeffortsdonotextendbeyondthe

schoolsthemselvesanddonotseemtohaveanyimpact.F.Al-

timariisrightinsuggestingthataftercenturiesofdiscrimination

andunceasingpressurefromtheofciallanguage,wecannot

expectanimmediatereversalofthetrendbutwewillhaveto

workhardfordecadesbeforeseeinganyresults(conversation

withauthor).Inthemeanwhile,inthestreets,parents,grand-

parents, aunts, and uncles who speak Italo-Albanian among

themselves,turntotheirchildrenandgrandchildrenandspeak

in Italian. Perhaps passing on the Italo-Albanian heritage is

breakingdownrighthereandnow.

Giuseppe Gangales vision (Gangale, 1976) included a pro-

posal for saving the dying communities in central Calabria.

He recommended that Italo-Albanian be the only language

usedandtaughtinpre-schoolsandprimaryschools.Aradical

suggestion.AccordingtoGangale,childrenwouldstillbeable


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35

tolearnItalianoutsideschoolbecauseofsocialpressureand

wouldstillhavetimetostudyitformally,makingupanyshortfall

inlearning.Withthegeneraldismantlingofthelanguage,this

processcouldentailsomesuccess,buttheremightalsobeabacklash,fromthefamiliesthemselves.

If the future lies in the numberswewill have to stop popula-

tion decline, closure of schools, post ofces, and other in-

frastructure, keeping families together and supporting them,

educatingadultsaswellaschildren, developingstructures to

promoteeducation,andsolveproblemsinthehopethatexist-

ing structures will be re-vitalised.We will also have to insistthat the two eparchies contribute by using Italo-Albanian in

their liturgy and other areas. Now that Italo-Albanians have

thelegislativeandoperationaltools,textbooks,trainedschool

staff, education strategies, research, co-ordination between

municipalities,andlanguagedesks,theyhavetoworkquickly.

Theyneedtopromoteculturaldiversityaspersonalandsocial

enrichment,emphasisingthefactthateventhelesswidespread

languageshavetheirintrinsicstatusandvalue.Theyneedtoexpand the number ofofcialoccasionswhere Italo-Albanian

isusedalongsideItalian,increasethenumberofItalo-Albanian

language teachers at every level of schooling, improve their

training throughmore focusedstrategies, increaseclassroom

hours, and ensure Italo-Albanian language and culture are

taughtwithout interruption.Continuity isparticularly important

frompre-schooltolowersecondaryschool,asinmostcases,

aftermovingtohighersecondaryeducation,studentscontinue

theirstudiesinanon-Italo-Albanian-speakingenvironmentand

thereisnofurtheropportunityforeducationalinvestment.


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10 Summary statistics

Withoutanyofcialstatisticsitisnotpossibletoprovideacom-

prehensivestatisticaloverview.


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38

delegatesgatheredinthecentralBalkancityofMonastirto

agreeuponascriptandanorthographyfortheirlanguage.

5 G.Gangalesscienticproduction isnowavailableonline:http://www.mondoarberesco.it.Foracompletebibliography

andadiscussionofGangalesopinionontheItalo-Albanian

varietyandontheItalo-AlbaniansseeBelluscio(2007).

6 AccordingtoHarrison (eldresearch in1976,reported in:

Harrison,1979b),only26.4%oftheteachersinterviewed

saidtheycouldreadandwriteItalo-Albanian,whilean1972

survey(unpublished),carriedoutonamixedgroupofre-spondents,foundthatonly8.9%couldreadandwriteboth

ItalianandItalo-Albanian.Therearenoup-to-dategures.

7 Ofthesecommunities,sixarefrazioni(civilparishes)ofIta-

lo-Albanianmunicipalities(CavallerizzoandSanGiacomo

diCerzetoarefrazioniofCerzeto,MarriisafrazioneofSan

BenedettoUllano,MacchiaAlbaneseisa frazioneofSan

DemetrioCorone,Eianinaisafrazione ofFrascinetoandFarneta is a frazione ofCastroregio). Three communities

are frazioni of non-Italo-Albanian municipalities: Vena di

Maida (a frazione ofMaida),VillaBadessa (a frazione of

Rosciano)andZangarona(a frazioneofLameziaTerme).

The municipalities of Santa Caterina Albanese and San

MartinodiFinita,ontheotherhand,havenoItalo-Albanian

speakingfrazioni.

Pleasenote that thesedifferencesexistonlyatanadmin-

istrative level, a frazione is a local entity depending by

another village that is the administrative centre and that

togetherwiththe frazionimakesupamunicipality.Allthe

frazioniareItalo-Albanianspeaking,withtheexceptionof

thosetwoofSantaCaterinaandSanMartinothatarenot

Italo-Albanianspeakingbutdependbythemforthepolitical

administration.

8 We have good (even if not fresh) ofcial data from the

Frascineto community (province of Cosenza, Calabria),


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40

on the presence of Italo-Albanians in other Italian regions

and cities and the proportions of Italian and non-Italian

speakingpopulations(includinginformationaboutother,non-

languageandnon-cultural,aspects)seeTagarelli(2000)andTagarelli(2004).Forasociologicalanddemographicdiscus-

sionofItalo-AlbanianmigrationseeBolognari(1989).

10 Itisnotcleartowhatextentitisthegovernmentwhichdoes

notwantthenon-Italianspeakingpopulationcounted,orifit

areinsteadtheindividualminoritygroupswhoarenotvery

interestedinapropercountoftheirnumbers,forfearthat

thenumberswillbefoundtobemuchlowerthanthosecur-rentlyacceptedasbeingindicative.

11 Someexamples:

Ministerial circular: Circolare Ministeriale n. 54 del22/02/1977,abouttherefreshercoursesonthemethodol-

ogytohandlethedifcultieswhichtheItalo-Albanianpupils

arefacing;

Newprogrammes forlowersecondaryschoolscameintoforceafterDecretoMinisterialedel09/02/1979(ministe-rialdecree);

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

Article 2 of Legge n. 517 Norme sulla valutazionedegli alunni e sullabolizione degli esami di riparazione

nonchaltrenormedimodicadellordinamentoscolastico

(04/08/1977)(Rulesontheassessmentofpupilsandonthe

examinations);

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

Thanks to theseandother(notmentionedhere)legislative

possibilities, from the 1970son, experimentswere started

onteachingItalo-Albanianatprimaryand lowersecondary

schools. These include: In 1977 the Circolo Didattico of

SanDemetrioCorone accepted Italo-Albanian teachingon

primary schools in SanDemetrio,MacchiaandSantaSo-

a (lecturer:papas (father)GiuseppeFaraco).Since1978


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41

complementary activities were developed using the Italo-

Albanianvarietywithspecialisedteachersatthepubliclower

secondaryschoolsofCivita,Frascineto,LungroandAcqua-

formosa.In1981Italo-AlbanianwastaughtatthesecondaryschoolofCaraffadiCatanzaroasanoptionalsubject(teach-

ers: Bubba Domenico from Vena di Maida, G. Comi and

G.Trapasso fromCaraffadiCatanzaro).Moresustainable

and organic experiments are those in Vaccarizzo Primary

School(teacher:GiorgioMarano),themunicipalityofCerzeto

(teachers:CaramelCandrevaandCarmineStamile)andin

SanMarzanodiSanGiuseppe(provinceofTaranto,teacher:

CarmineDePadova).Besidestheseactivitiestosupportthestudents, thereare also trainingcourses for teachers, e.g.

theone initiatedasearlyasin1955-1957 intheItalo-Alba-

niancommunity atSicily (mentioned in the sectioncultural

news ofShjzat 2-3/1957,p. 92), that of 1973 (training of

Italo-Albanianlanguageandliteratureforteachersofprimary

schools) held in Lungro (1March - 31May, sixhoursper

week,teachersamongothers:papasFrancescoSolanofor

language,papasPietroM.Tamburiforliterature,DomenicoCassianoforhistory,papasMiniscifortraditionsandV.Mi-

nisci on folklore and education) (mentioned in the section

culturalnewsofZriiArbreshvet,1973-1975,p.37).Inthe

meanwhile, associations, that support these didactical ex-

periments,aresetup,suchastheCentroPromozioneInseg-

namentoAlbanese(CPIA,AlbanianEducationDevelopment

Centre;notexistinganymore),theAssociazioneInsegnanti

AlbanesidItalia(AIADI,ItalianAlbanianTeachersAssocia-

tion),theUnionedelleComunitItalo-Albanesi(UCIA,Union

ofItalo-AlbanianCommunities,foundedin1969inCosenza)

andnally,theLegaItalianadiDifesadellaMinoranzaAlba-

nese(LIDMA,ItalianLeaguefortheDefenceoftheAlbanese

Minority,foundedin1981).

12 SomelinkscanbefoundinthesectionAddresses.

13 AlltheinitiativesplannedandundertakenbytheUniversity

ofCalabriaaredescribedin:http://www.albanologia.unical.it/


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42

14 The experiences of Carmine De Padova were also the

subject of theTVdocumentaryQuando lascuola cambia

(Whentheschoolchanges,lmdirectorVittorioDeSeta)

producedbyRAIRaidiotelevisioneItalianain1978.AswellasthedocumentaryLemonograeetniche:arbresche(The

ethnicmonograph:Italo-Albanian)directedbyG.Pellegrini,

RAIRadiotelevisioneItalianain1994.

15 See the Compendium of the European Bureau of Less-

er Used Languages (EBLUL), p. 68. Reference 96-06

MDD-0033-00.

16 Thereareno gures collectedover thesameperiodusing

uniformmethods and tools. For the recent past there are

statisticspublishedbyvariousauthorsorgatheredtoinclude

inthesesbystudentsaspartoftheirsociolinguisticstudies

in a large number of Italo-Albanian speaking communities

inCalabria.Althoughdated,anexcellentexampleofsocio-

linguisticanalysisintheareaofItalo-AlbanianstudiesisAlti-

mari(1983)who,inastudycarriedoutin1981,foundtherewere776studentsintheprimaryschoolsintheareaofSan

DemetrioCoronecoveringsixcommunities.Ofthese,49.5%

werenativeItalo-Albanianspeakersand50.5%werenative

speakersof Italian. In the lowersecondary schools,out of

a total of 545 students, 49.7%were native Italo-Albanian

speakers and 50.3 % were native speakers of Italian. It

is clear that even twenty years ago the school population

was evenly divided between Italo-Albanian and non-Italo-

Albanianspeakers.Nowadays, following the decline in the

popularityof Italo-Albanian,wecan assume the proportion

ofnativeItalianspeakingstudentshasgrown,bothbecause

ofthegrowingnumberofItalianspeakingfamiliesinsidethe

Italo-Albanian communities, and, as already indicated, the

growing reluctance ofparents tospeak Italo-Albanianwith

theirchildren.ThecaseofCaraffadiCatanzaroandVenadi

MaidaintheprovinceofCatanzaro,wherethestatusofthe

Italo-Albanianlinguisticvarietyamongyoungpeopleisunder

severe attack byboth Italianand theCalabrian dialect,as


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43

describedbyMazzei(2002),revealsasignicantlycompro-

misedsituation.IntheCaraffadiCatanzaropre-schoolonly

16%ofthechildrenunderstandsItalo-Albanian(while58%

oftheparentsspeaksit)andinVenadiMaida,38%ofthechildrenunderstandsItalo-Albanian(and53%oftheparents

speaksit).AccordingtopercentagesgivenfromS.Maiorana

(1989),referringtoMay1987,atCaraffadiCatanzaroprima-

ryschoolthesituationwas:196pupilsofwhich15.3%were

Italo-Albanian speaking, 32% non-Italo-Albanian speaking

and52.4%both Italo-Albanianand Italianspeaking;while

atthelowersecondaryschooltherewere105students,of

which:36.19%wereItalo-Albanianspeaking,20.95%non-Italo-Albanianspeakingand41.90%bothItalo-Albanianand

Italian speaking. But Maioranahimself is aware that Italo-

Albanianisinaprecarioussituation,52%ofthepupilshasa

verylittlelexicalcompetencewhichisusedveryoccasionally.

Proportionsrisesignicantlyinprimaryandlowersecondary

schools,but,interestingly,thisissoaftermanyyearsinwhich

Italo-Albanianhasbeenpartof the school curriculum.This

trendcanclearlybeappliedstatisticallytotheentirecommu-nityinordertoarriveatageneraloverviewofthesituationin

theabsenceofsoliddata.

17 AcompletelistofdissertationsandPhDthesespresented

at the University of Calabria since 1977 is available at:

http://www.albanologia.unical.it/tesi.htm

18 Real gures are: population living in the Italo-Albanian

communitiesof the ProvinceofCosenza: from42,084 to

38,270,i.e.-3,814=-10.21%;populationlivinginthethree

Italo-AlbaniancommunitiesintheProvinceofCrotone:from

4,612to3,600,i.e.-1,012=-23.2%.


46/80


47/80


45

References and further readings

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Circolare Ministeriale n. 54 del 22/02/1977. Ufcio Studi e

Programmazione. Aggiornamento culturale e professionale del

personale ispettivo, direttivo e docente. Linee direttive(1977)

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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.

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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 Ufciale della Repubblica Italiana (2001).

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di_attuazione_n_345.pdf[AccessedMarch2010].

Decreto del Presidente della Repubblica 30/01/2003 n. 60. Re-

golamento recante modiche 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).GazzettaUfcialedellaRe-

pubblicaItaliana,n.82(2003).Availableat:http://www.edscuola.

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valorizzazione del patrimonio storico, culturale e linguistico

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