Linguistic policies for the teaching of Italian in an immigration context

This article aims to analyze the development of the movement of implementation of a language policy for the Italian teaching in an old Italian immigration area in Vale do Itajaí, SC. The data for the discussion come from a larger study of qualitative nature. For this article, some records were selected from an effective teacher of Italian, who acts in the public school of the city which is focus of the research and field notes. Through a semi-structured interview, the teacher talked about the place of languages in the studied context. The data were analyzed from the theoretical Applied Linguistics, in the context of language policies in a dialogue with the education, with regards to education in a minority language context. It seems that, with the discussion, the issue of recognizing the immigration language as a subject in the school curriculum, has happened through local movements’ aiming to institution of a language policy for the immigration language, recognizing it as a culture language. As contributions, the survey results provide subsidies to (re) think the education that has been offered in intercultural contexts and language education in initial and continuing teacher training.