Transitional Educational Policies and Practices in Italy and Austria
Hauptsächlicher Artikelinhalt
Abstract
This article explores the transitional policies and practices for newly arrived students in the Austrian, Italian, and South Tyrolean school systems which represent a spectrum of approaches for the accommodation of newly arrived students. While in Austria, children with a low perceived proficiency in the German language must undergo remediation prior to entering mainstream classes with their German-proficient peers, newly arrived students in Italy are inserted directly into mainstream classes and are involved in linguistic remediation both in and out of the main classroom. In South Tyrol (an autonomous trilingual province of Italy), the accommodation of newly arrived students is constrained by Italian education policies, fortified by the autonomous province’s extra language support, and partly inspired by Austrian policies. This paper provides a historical overview of transitional and/or accommodation policies in these three contexts, as well as an ethnographic perspective on the practices of different actors therein, thus illustrating how these three school systems’ accommodations of newly arrived students differ from one another.
Keywords: Transitional Policies, Transitional Practices, Newly Arrived Students, Ethnography, Comparative Education Study, Inclusion
Bibliography: Leone-Pizzighella, Andrea Renee/Thoma, Nadja: Transitional Educational Policies and Practices in Italy and Austria, Zeitschrift für erziehungswissenschaftliche Migrationsforschung (ZeM), 1-2025, pp. 23-41.
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