My PhD study is based in a European border region where language policy is an ongoing issue and multilingualism a central and also complex basis of identification. However, the northernmost Italian province of South Tyrol-Alto Adige has never been "only trilingual": At least since the mid-1990's, the region's linguistic heterogeneity has not only featured the three officially recognised languages of German, Italian and Ladin (with their respective varieties) (Lanthaler, 2013). As in nearly all corners of Europe, major changes can also be observed in South Tyrol with regard to an increase in linguistic diversity in connection with migration movements (Wisthaler, 2013). This "new" multilingualism meets a complex, historically grounded multilingual society and is discussed very controversially in politics and in the media. There are also different approaches to the topic in the world of education.
Having found an academic home in studying multilingual education models in theory and practice (De Jong, 2011) as well as accompanying schools in monitoring their management of linguistic diversity, I kept asking myself whether there was a link between these two fields. How is linguistic diversity being cared for in a multilingual education system?
For my study, which is following a grounded theory approach (Corbin & Strauss, 2015), I examined how linguistic diversity is perceived, integrated in pedagogical and didactic approaches and included in visions for the future at educational institutions of all three language groups in twelve South Tyrolean schools. My data includes interviews with school principals and teachers, officials in the didactic departments of the three boards of education, and politicians responsible for education policy as well as document analysis of relevant frameworks and official guidelines.
Having completed several stages of analysis, I have been able to construct a grounded theory on current concepts of multilingual education in South Tyrol. This model brings together the pedagogical and didactic concepts for multilingual education currently used in South Tyrol and how these integrate linguistic diversity following either an approach of "inclusive language education for all" or "exclusive local multilingualism". In discussing how these approaches correspond to the basic principles of inclusive language education (Becker-Mrotzek, 2016), I want to contribute to the further development of multilingual didactics and to the exchange between actors in educational research and school practice.
Becker-Mrotzek, M. (2016). Inklusive sprachliche Bildung - Perspektiven aus Sicht der Sprachdidaktik. In: Inklusion: Sprachdidaktische Perspektiven. Kölner Beiträge zur Sprachdidaktik 11, 47-56. Duisburg.
Corbin, J. & A. Strauss (2015). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. Thousand Oaks.
De Jong, E. (2011). Foundations for Multilingualism in Education – from Principles to Practice. Philadelphia.
Lanthaler, F. (2013). Texte zu Sprache und Schule in Südtirol. Bozen.
Wisthaler, V. (2013). Identity politics in the educational system in South Tyrol: Balancing between minority protection and the need to manage diversity. Studies in ethnicity and nationalism, 13(3), 358–372.
