The link between language and power and the indispensible and urgent need for the
oppressed to master the dominant language for emancipatory purposes are among
the recurrent themes of Lettera a una professoressa. Developing communicative
abilities and learning the ‘art’ of writing are seen by the authors of the Lettera as
instruments of empowerment and means to resist the dominant location of
hegemonic groups who reproduce their power through an education process that
self-serves the interests of the most powerful. One of the main notions expressed
constantly throughout the Lettera is that each and every child can learn how to
reflect on his/her use of different languages, including the mother tongue, and
that all learning experiences in life are valuable, regardless of one’s socioeconomic
status. However, when children with different backgrounds start
attending school they go through different experiences, even because of the form
of language used by teachers: in some cases this may be a natural transition from
what they are exposed to at home, even in their pre-school years; in other cases
the language of schooling is totally different, the language register may be more
formal and the variety used may approach standard forms which contrast with
local or regional varieties used at home. The language of schooling may
therefore represent one of the first obstacles towards the socialisation and
integration of some pupils.peer-reviewe
