Italy is characterized by a rich linguistic landscape. In addition to a multitude of dialects (Tuscan, Neapolitan, Sardinian, Sicilian etc.), in some areas there are several linguistic minorities: French in Valle d’Aosta, Slovene in Friuli-Venezia Giulia, German and Ladin in Trentino Alto Adige, Albanian and Croatian in South Italy.
According to the Council of Europe (1992) «“regional or minority languages” means languages that are: i) traditionally used within a given territory of a State by nationals of that State who form a group numerically smaller than the rest of the State’s population; and ii) different from the official language(s) of the State».
At international level, the European Charter for Regional and Minority Languages (ECRML) and the Framework Convention for the Protection of National Minorities (FCNM) promote the protection of national minorities’ languages spoken in the Member States of the Council of Europe also concerning education (Council of Europe, 1992; 1995).
In this context, it is necessary and useful to examine whether and to what extent achievement gaps among students of different language groups occur.
This essay attempts to analyse, through data deriving from National Institute for the Evaluation of the Education System (INVALSI), the academic performance of some linguistic minorities in Italy. The attention is focused on students belonging to Slovenian and German minority languages groups compared to Italian students in, respectively, Friuli-Venezia Giulia and the Autonomous Province of Bolzano, specific contexts of our country characterized by a multilingual social reality.
In order to investigate the skills and competences acquired, in Italy, every year, Italian and Mathematics standardized tests are administered to all four grades students (grades 2 and 5 of Primary School, grade 8 of Lower Secondary School and grade 10 of Upper Secondary School). Therefore, our databases refer to the whole students’ population for each grade involved.
For a correct comparison, we consider 2016-2017 results in Mathematics of the four grades investigated for the Slovenian students and only of the grade 8 and grade 10 for German language students (Slovenian schools administer a specific test in their mother tongue, while German language students take only Math tests).
The guiding research questions of this presentation are:
- are there any differences among Italian students and students belonging to minority languages schools?
- if so, which competences show more evidence?
- are there statistically significant factors that influence these differences?
- using INVALSI data series through a longitudinal or a cross-sectional analysis, are there the same significant factors?