C9089 - POLITICHE LINGUISTICHE FAMIGLIARI E SCOLASTICHE (LM)

Learning outcomes

At the end of the course, students are familiar with the main theories and practices related to language policies in their various dimensions – family-based, educational, national, and international. They can discuss the concept of ‘language policy’ in its different meanings and analyse the linguistic, sociohistorical, and ideological variables that influence individual and collective language choices in diverse private, educational, and institutional contexts. They can observe and interpret the language policies implemented in multilingual families and national school systems, also from a comparative perspective, and assess their impact on learning, on the transmission of minority languages, and on multilingual societies. They also have knowledge of and can analyse European language and education policies, including their implications for the teaching of foreign languages and L2 Italian. More broadly, they can recognise and critically discuss the political role that language choices play, at every level, in relation to the distribution of prestige and power among languages, to processes of social and cultural inclusion or exclusion, and to the spread of global languages within educational systems and society.

Course contents

The course addresses the main themes and research perspectives that characterise the field of language policy, guiding students through a series of readings that, taken together, provide a coherent and critically informed overview of the issues currently at the centre of international debate. Following an introduction to the fundamental concepts and theoretical frameworks of the discipline, particular attention will be devoted to language ideologies and their role in social and educational practices. In this context, the course will examine the construction of the native speaker as a social figure and the critical perspectives that have challenged its normative status, as well as other contemporary language ideologies, including those that are gradually emerging around the very concept of plurilingualism. The course will also examine the main language education policies promoted by the Council of Europe and their impact on language teaching and learning, highlighting their aims, underlying assumptions, and limitations. In the final part of the course, case studies relating to the Italian and family contexts will be analysed, with particular reference to plurilingual education, the dynamics of multilingual families, and the intergenerational transmission of languages. Throughout the course, particular attention will be paid to establishing connections between theoretical reflection and empirical evidence through the discussion of examples, with the aim of relating language policies to the social, cultural, and educational processes in which they take shape.

Readings/Bibliography

For a conceptual framework

• Dell’Aquila, V. & Iannàccaro, G. (2004). La pianificazione linguistica. Roma: Carocci. [Chapters 1, 2, 4 e 5]. [114 pp.].

Language ideologies

• Kroskrity, P. V. (2004). Language ideologies. A companion to linguistic anthropology. In Duranti, A. (Ed.), A Companion to linguistic anthropology. Oxford: Balckwell, pp. 496-517. [21 pp.].
• Piller, I. (2015). Language ideologies. In Tracy K., Ilie, C. & Sandel, T. (Eds.), The international encyclopedia of language and social interaction. Volume 2. New York: John Wiley & Sons, pp. 917-927. [10 pp.].
• Holliday, A. (2015). Native-speakerism: Taking the concept forward and achieving cultural belief. In Swan, A., Aboshiha, P. & Holliday, A. (Eds.), (En)countering native-speakerism: Global perspectives. London: Palgrave Macmillan, pp. 11-25. [14 pp.].
• Dewaele, J. M., Bak, T. H., & Ortega, L. (2021). Why the mythical “native speaker” has mud on its face. In Slavkov, N., Melo-Pfeifer, S., & Kerschhofer-Puhalo, N. (Eds.), The changing face of the “native speaker”: Perspectives from multilingualism and globalization. Boston: De Gruyter, pp. 23-43. [20 pp.].
• Cook, V. J. (2010). Who is the L2 user? Multi-competence and foreign language learning/teaching. Proceedings of the Shiko Language Education Society, 30(11), 1-9. [9 pp.].

International language policies

• Consiglio d’Europa (2016). Guida per lo sviluppo e l’attuazione di curricoli per una educazione plurilingue e interculturale. Strasburgo: Consiglio d’Europa. [“Executive summary” and Chapter 1] [32 pp.].
• Consiglio d’Europa (2020). Quadro comune europeo di riferimento per le lingue: apprendimento, insegnamento, valutazione - Volume complementare. Strasburgo: Consiglio d’Europa. [Chapters 1, 2, and 4] [32 pp.].
• Borghetti, C. & Byram, M. (2026). Critical perspectives on plurilingualism in the CEFR. In Ollivier, C. & Melo-Pfeifer, S. (Eds.), Encyclopédie de l’éducation plurilingue - Encyclopaedia of plurilingual education. Bruxelles: Peter Lang, 68-70. [3 pp.].

National language policies and practices

• GISCEL (1975). Dieci tesi per l’educazione linguistica democratica. Available HERE. [8 pp.].
• Cognigni, E. (2021). Educare alla diversità linguistico-culturale a scuola: proposte per una “via italiana” all’educazione plurilingue. Educazione Interculturale - Teorie, Ricerche, Pratiche, 19(2), pp. 5-16. [11 pp.].
• Pugliese, R. & Zanoni, G. (2025). L’educazione plurilingue, tra partecipazione attiva e resistenze degli alunni. In Fiorentini, I. & Ciccolone, S. (a cura di), La scuola e le altre lingue: la prospettiva della linguistica applicata. Studi AItLA. Milano: Officinaventuno, pp. 41-53. [12 pp.].
• Borghetti, C. & Li, C. (2023), “‘Qual è la mia lingua materna? Dipende...’. Il plurilinguismo dinamico degli heritage speakers di cinese in Italia”. Rassegna Italiana di Linguistica Applicata, 1, pp. 55-83. [28 pp.].

Family language policies

• La Morgia, F. (2025). La famiglia multilingue. Genitori e figli nella trasmissione linguistica intergenerazionale. Milano: Meltemi. [128 pp.].
• Borghetti, C., Cangelosi, M. & Bonifacci, P. (2025), “Social and child-driven factors and actors influencing family language policy and heritage language maintenance”. Journal of Multilingual and Multicultural Development, 47(5), 2906-2922. [16 pp.].

N.B. Students are required to study the slides projected in class (slides can be downloaded from Virtuale).

Teaching methods

Lectures and workshop-based activities (analysis of critical incidents and in-class presentations based on small-scale independent research projects).

Assessment methods

The assessment consists of an oral examination aimed at evaluating the knowledge and competences students have developed in relation to the main topics covered during the course, as well as their ability to analyse them critically and discuss their educational and social implications.

Assessment criteria:

• Completeness and depth of the knowledge acquired;
• Clarity of presentation;
• Ability to synthesise and construct well-founded arguments;
• Appropriate use of terminology;
• Degree of autonomy in the critical analysis of language ideologies, language policies, and the social and educational processes associated with them.

Teaching tools

During each lecture, a set of slides will be presented. Students will be able to download the slides weekly from the Virtuale platform. The workshop-based activities will make use of additional resources, including short videos and websites.

Students with SLDs or temporary or permanent disabilities

We suggest that you contact the relevant university office and your professor immediately to work together to find the most effective strategies for attending classes and/or preparing for exams.

Any requests for exam accommodations must be made at least 15 days before the date of the exam, by sending an email to the lecturer and copying (cc) the email address disabilita@unibo.it (in case of disability) or dsa@unibo.it (for students with Specific Learning Difficulties).

Note on the Use of Artificial Intelligence (AI)

AI tools may be used to support independent study by providing explanations, summaries, and opportunities for self-assessment. However, the use of AI during assessment is strictly prohibited; any such use constitutes a breach of academic integrity.

Office hours

See the website of Claudia Borghetti