Minority foreign language provision: The case of Italian in the UK

Abstract

Abstract This article describes research which informed an inter‐governmental colloquium on the teaching of Italian in the UK in 1992. The context of the colloquium itself is explained and an overview of recent and current educational reforms is presented. While there is evidence of short‐term gains in provision for Italian teaching and learning, concerns about longer term provision are expressed in the light of the possible outcomes of the reforms now taking place. A random sample of schools where Italian is taught was surveyed in order to define more closely examples of successful practice and some of the problems facing the language teaching profession. Recommendations are made for improving the scope of future provision for the Italian language and, more generally, UK foreign language policies. In particular, teachers’ opinions reinforce the need for improving arrangements for international cooperation at school level.