Minority Education during the Pandemic: The Case of the Slovene Minority in Italy

Y

20

Foreign Countries; High School Teachers; High School Students; Minority Group Students; Ethnic Groups; COVID-19; Pandemics; Second Language Instruction; Student Attitudes; Teacher Attitudes; Preferences; In Person Learning; Interaction; Internet; Barriers; Access to Computers; Health; Psychological Patterns; Elementary School Students; Elementary School Teachers; Peer Influence; Peer Relationship; Social Media; Communication Skills; Distance Education; Electronic Learning; Emergency Programs

Italy; Slovenia

1302-6488

Much research has been done on the first quarantine period in 2020, however little is known for what it concerns remote emergency teaching and learning in Italian schools with Slovene as language of instruction. No extensive research explored teachers' and students' perceptions of this remote learning period, nor analyzed their opinion about positive and negative aspects of online learning, especially those related to the teaching material in Slovene language, which should address the Italian program. The present article presents the analysis of online semi-structured interviews that involved 15 high school teachers and 15 students who teach or attend Italian high schools with Slovene as teaching language, and it aims to answer these questions. We found that teachers and students preferred face-to-face classes, since they faced several issues connected with remote learning, such as a lack of interaction during remote learning, technology and connection problem, health issues and psychological distress. High school teachers and students faced less problems than those reported by primary schools' pupils and teachers, since they are older and more independent than primary school pupils. High school students also communicated through several social applications and peers might have helped them to overcome the language obstacles.

As Provided

2023

EJ1375609