For Slovenians, who became a national minority in Italy, the new border demarcation resulting from the Paris Peace Treaty in 1947 opened a new chapter of political engagement, with the formation of ...new political parties with clear ideological and national profiles. There were significant differences in the political field among Slovenians who lived in the provinces of Trieste, Gorizia and Udine, stemming from different historical, social as well as national contexts. Ideological differentiation was also prominent in 1947, further “enriched” in 1948 by the dispute between Yugoslavia and the Soviet Union following the Cominform resolution. Ever since the pre-war times, a dividing line had been based on two concepts of political action: independent Slovenian political engagement on the one hand and integration into Italian parties on the other.
The article presents some preliminary considerations and outcomes of a research programme conducted within the project Eduka2. The investigations brought to light the need of a new or – at least – ...renewed educational model in the multilingual border area between Italy in Slovenia. Both communities (the Slovenian in Italy and the Italian in Slovenia) have already established their own schooling system with the minority language used as the vehicular language in the education processes. Even though this model seems to be the most successful and efficient in ensuring the development of the speakers’ communication competence, many studies have shown its limits – these limits are now confirmed also by the data collected within the project Eduka2. The article presents some open sociolinguistic issues that could have a negative impact on the maintenance of the minority languages, and suggests a possible solution with an upgrade of the existing schooling model.
V príspevku so obravnavani teoretska izhodišča in izsledki raziskav, opravljenih v sklopu projekta EDUKA2, iz katerih izhaja potreba po novih oziroma dopolnjenih izobraževalnih modelih na ...naselitvenih območjih dveh avtohtonih čezmejnih narodnih manjšinskih skupnosti - slovenske v Italiji in italijanske v Sloveniji. Vsaka izmed navedenih skupnosti sicer že ima svoj izobraževalni sistem, v katerem je manjšinski jezik tudi jezik učnega procesa. A čeprav je tovrstni model domnevno najboljši oziroma najučinkovitejši za zagotavljanje visoke sporazumevalne zmožnosti govorcev, so številne raziskave, opravljene drugod po svetu, že pokazale tudi nekatere njegove omejitve, ki jih potrjujejo tudi opazovanja znotraj projekta EDUKA2. V prispevku so izpostavljena nekatera odprta sociolingvistična vprašanja, ki lahko negativno vplivajo na rabo manjšinskega jezika, prav tako je orisana ena izmed možnosti za njihovo preseganje.
