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• Secondary school adolescents: identity, languages and hereditary languages. The case of the provinces of Biella and Vercelli

  87-109

  Ruben Benatti

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  244

  This contribution is part of the tradition of heritage languages and linguistic and cultural identity. It mainly deals with the perception of the identity of students of non-Italian nationality or origin and their relationship with the language and the culture of origin, and those of the host community. More and more children and young people of non-Italian origin are present in Italian schools: the integration model pursued in Italy wants to respect cultural differences and language is one of the key elements of this process. The research concerned two provinces of Eastern Piedmont: Biella and Vercelli. Using a sociolinguistic and sociologic approach, a study was carried out through the administration of questionnaires concerning language and identity, the motivation towards integration, the perception and attitude towards one’s own language/culture of origin, and the Italian language/culture. The emerging picture presents sometimes ambiguous attitudes that can be defined almost as a “suspension” between the desire for “Italianisation” and the preservation of one’s roots. The research poses stringent questions schools and society are called to address on the construction (or reconstruction) of their own identity.