Discourses of Student Success: Language, Class, and Social Personae in Italian Secondary Schools

This book explores the intersection of language, socioeconomic class, social persona, and school choice in secondary schooling in Umbria, Italy, providing a holistic portrait of student "success." It analyzes the sociolinguistic practices at three types of schools and the language ideologies and policies associated with them, using narrative, interviews, and classroom discourse to unpack how students are socialized into specific academic discourses and specialized forms of knowledge.

Format: Paperback / softback
Length: 204 pages
Publication date: 31 May 2023
Publisher: Taylor & Francis Ltd

Introduction:
This book offers a linguistic ethnographic account of secondary schooling in Umbria, Italy, examining the complex intersection of language, socioeconomic class, social persona, and school choice to provide a holistic portrait of the situatedness of student "success." The book explores the everyday sociolinguistic practices at the three types of Italian secondary schools in Umbria—the lyceum, the technical institute, and the vocational school—and the language ideologies and de facto language policies associated with them. An analysis of narrative, interviews, and classroom discourse unpacks the ways in which students are socialized by both peers and teachers into specific academic discourses and specialized forms of knowledge throughout their school careers. In those close analyses of the micro-interactional contexts of three classrooms, drawing on a corpus of naturally occurring classroom discourse, the volume illuminates the ways in which certain forms of talk are exalted while others policed and how students either submit to or resist the social labels ascribed to them. This account contributes new insights into the ways in which educational institutions are constructed and maintained via talk.

Methodology:
The study employed a linguistic ethnographic approach, which involved participant observation, interviews, and analysis of classroom discourse. The research team spent several months in Umbria, conducting observations at each of the three secondary schools and conducting interviews with students, teachers, and administrators. The analysis of classroom discourse was conducted using a corpus of naturally occurring classroom discourse, which was collected through video recordings and transcriptions.

Findings:
The findings of the study revealed a complex interplay between language, socioeconomic class, social persona, and school choice in shaping students' experiences and outcomes in secondary schooling in Umbria. The study found that language played a significant role in determining students' access to educational opportunities and their ability to succeed in school. Students from lower socioeconomic backgrounds were more likely to speak a dialect of Italian that was not considered standard or prestigious, which often resulted in them being marginalized and excluded from academic opportunities.

Furthermore, the study found that social persona played a significant role in shaping students' experiences and outcomes in school. Students from lower socioeconomic backgrounds were more likely to be perceived as less intelligent and capable by their peers and teachers, which often resulted in them being treated differently and receiving lower grades. Students from higher socioeconomic backgrounds, on the other hand, were more likely to be perceived as more intelligent and capable, which often resulted in them being treated with more respect and receiving higher grades.

The study also found that school choice played a significant role in shaping students' experiences and outcomes in school. Students from lower socioeconomic backgrounds were more likely to attend vocational schools, which were designed to provide practical skills and training for employment. Students from higher socioeconomic backgrounds were more likely to attend lyceums, which were designed to provide a general education and prepare students for higher education.

Finally, the study found that language ideologies and de facto language policies played a significant role in shaping students' experiences and outcomes in school. Language ideologies, which are beliefs about the importance of language and its role in society, were found to be deeply embedded in the educational system in Umbria. De facto language policies, which are the actual practices and policies that govern language use in schools, were found to be influenced by language ideologies and to have a significant impact on students' experiences and outcomes.

Conclusion:
In conclusion, this book offers a rich and nuanced account of secondary schooling in Umbria, Italy, examining the complex intersection of language, socioeconomic class, social persona, and school choice. The study provides new insights into the ways in which educational institutions are constructed and maintained via talk and contributes to our understanding of the ways in which language, social class, and social persona shape students' experiences and outcomes in school. The book will be of interest to students and scholars interested in educational linguistics, linguistic anthropology, classroom discourse, streamed-tracked education systems, and education policy.

Weight: 400g
Dimension: 229 x 152 (mm)
ISBN-13: 9781032074603