Abstract
This paper examines the teaching of minority languages in Italy from the perspective of Language Awareness. It provides an overview of the current school models used in different regions – including integral bilingualism in Valle d’Aosta, parity approaches in Ladin education in Bolzano, and implementations under Law 482/1999 – highlighting both the resources available and the challenges faced in the minority language education landscape. Drawing on a wide range of literature, the study identifies critical issues such as the lack of a language standard, the scarcity of methodologically sound teaching materials, and inadequacies in teacher training programs. In response, the paper argues for the integration of Language Awareness into teacher professional development as a tool with a dual purpose: to enhance both communicative and linguistic competence and to promote a deeper understanding of linguistic and cultural diversity.
Keywords
Language teaching, Language education, Minority languages, Language awareness.