Exploiting receptive multilingualism in institutional language learning: The case of Italian in the Austrian secondary school system

Abstract

This contribution begins with a terminological discussion of ‘receptive multilingualism’ and related concepts. Subsequently, approaches to developing receptive competences in Romance languages in general, and Italian in particular, as well as their potential and possible shortcomings, are presented. Against the background of European multilingualism and particularly the Common European Framework’s concept of plurilingualism, the article opts for a broad approach to receptive multilingualism which foregrounds the interactive component. Second, the potential of the Austrian secondary school system for integrating receptive multilingualism is discussed against the background of the current curricula. Finally, a small-scale study involving future teachers of Italian investigates how far they are or are not familiar with the acquisition of receptive competences.