Abstract
A K-13 Slovene-medium school network devoted to the protection and promotion of the cultural and linguistic heritage of the Slovene national minority has been in existence in the Italian north-eastern borderlands since the end of WWII and as part of the national public school system since 1961. This study unveils Slovene teacher's and student's language ideologies and attitudes toward the role of mother-tongue education for (a) academic achievement in the minority and dominant language; and (b) minority language maintenance. These questions were explored in a Slovene-medium high school in Gorizia, Italy, in an attempt to contribute to the understanding of secondary language minority education.
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