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Title: Textuality and functional-based languages in Italian school : institutional reforms, curricula, schoolbooks and related case studies from the 1990s until the present day
Author: Ciglio, Carmine Matteo
ISNI:       0000 0004 9358 0779
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2019
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The dissertation analyses the crucial points of debate upon Italian curriculum for every school cycle with particular regards to secondary school and regarding functional-based languages, textuality and multidisciplinary teaching from the 1990s to the present day. These ideas were part of a vast process of reforms, beginning in 1997 with the Berlinguer educational reform, which developed ideologies that can be dated to the 1970s. The dissertation investigates whether and if so to what extent these ideologies and related ideas about Italian language pedagogy informed school practices between 1992/94 and 2018. The investigation deals with reforms and curricula between 1997 and 2012 (chapters 1-2), the Italian language assignments, proposed by the new reform in 1998 (chapter 3), and, finally, the outcomes in the classroom environment of the debate within the school system and practices. These outcomes are addressed by undertaking an analysis of the following: 1. grammar schoolbooks for secondary school before and after the changes to the final exam assignment for the final exam of secondary school (chapter 4); 2. the role of teachers’ courses in articulating and driving institutional directives within the school system for every school level (chapter 5); and 3. the status of multidisciplinary teaching and functional-based language within the school system with regards to the old ‘Scuola Media’ (chapter 6). The analysis of curricula and official documentation of chapters 1-3 demonstrates that the discussion upon functional-based languages can be retraced to the early linguistic discussion of the 1970s. Having set this context, the case studies of chapters 4-6 explore the presence and impact of related ideas in school practices between 1992/94 and 2018 through study of textbooks, and of continuing education courses for teachers and laboratories. The findings of this research highlight with new evidence provided the tensions between theory and practice and how these have been addressed (or not addressed) in school practices. The thesis also considers how these tensions might have generated and how to address the channels in which they are more evident.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LA History of education ; PC Romance languages