Objectives: This research explored the experiences of francophones and Acadians who received primary healthcare in Halifax, Nova Scotia. Approach: Semi-structured interviews were completed with 15 self-identified francophones or Acadians. Participants provided feedback on the preliminary phenomenological analysis and final results were determined based on the analysis and participant feedback. Results: Language, culture and community were central in participants’ experiences but despite the high importance placed on receiving French language health care services, participants often had to compromise and access services in English. Other influences included the strategies they developed to utilise English services and their perception of health care professionals’ sensitivity for their linguistic barriers and needs. Conclusion: Though it was not always easy or straightforward participants in the study were able to utilise health services but not always in French. Creating situations that may require them to relinquish their language and, to some extent, their cultural identity.

Following a stroke, the majority of survivors experience challenges returning to participation, also known as “involvement in life situations” in the International Classification of Functioning, Health, and Disability. Contextual factors, such as low income and linguistic minority status, have been shown to have an impact on participation post stroke; however, the process by which this occurs is poorly understood. The aim of this research was to increase our understanding of how low income and official minority language status influence the experience of return to participation following a stroke. A qualitative multiple case study approach was used with eight francophone stroke survivors living in a low-income situation in eastern Ontario (Canada). Data was collected from several sources: semi-structured interviews with the stroke survivors and with their care partners, participant observations, four measures, and chart reviews. Data was categorised, and patterns that furthered understanding of the experience of return to participation were identified during intra and cross-case analyses. The stroke survivors were all able to access healthcare and social services in both official languages, and the findings suggest that official language minority status had limited influence on the experience of return to participation. Low income, however, influenced precursors to participation by limiting the stroke survivors’ ability to afford housing, goods (e.g., medication, equipment), and services (e.g., transportation, private therapy). Certain personal and environmental factors modulated the experience of return to participation – specifically, age, knowledge of the healthcare and social service systems, support of family and friends, the built environment, and health literacy. The healthcare and social policies of the macro environment, which regulates the healthcare and social services, had a critical influence on the experience of return to participation for these stroke survivors, irrespective of their individual situations, unless wealth or financial support was available.

Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T10:17:14Z (GMT). No. of bitstreams: 1 Favorito_Wilma_D.pdf: 1120244 bytes, checksum: 74b118864fda23d3bb2da57eec3296a1 (MD5) Previous issue date: 2006 / Resumo: O presente estudo, por meio de uma pesquisa interpretativista de cunho etnográfico Erickson, 1984, 1989; Cavalcanti, 1990; Moita Lopes, 1994, 1996; Emerson et alli, 1995; Mason, 1997; Agar, 1998), foi norteado pela seguinte pergunta de pesquisa: Que representações são construídas por surdos adultos, alunos de uma turma da Educação de Jovens e Adultos do Instituto Nacional de Educação de Surdos, por seus professores ouvintes, pela professora surda e pelo monitor surdo sobre as línguas com as quais convivem (Português e Língua Brasileira de Sinais - LIBRAS) na escola? Para tentar responder a essa pergunta, a discussão foi encaminhada em uma perspectiva multidisciplinar utilizando concepções provenientes da Sociologia (Elias e Scotson, 2000), Antropologia e História (De Certeau, 2001), Análise Crítica do Discurso (Fairclough, 1989, 2001) e Filosofia da Linguagem (Bakhtin, 1979, 1997) que, em articulação com as contribuições dos Estudos Culturais (Silva, 1998,1999; 2000; Woodward, 2000), Estudos Surdos (Skliar, 2002, 2003) e as reflexões no campo da educação bilíngüe para minorias (Romaine, 1989; Grosjean, 1982, 1992; Garcia e Baker, 1995; Sktnabb-Kangas, 1995 Maher, 1997) e para surdos (Lane,1992; Widell, 1994; Skliar, 1997, 1998, 1999, 2000; Souza, 1998, 1999, 2000; Svartholm,1998; Freire, 1998, 1999, dentre outros) busca uma interpretação possível para as relações entre representações, linguagem e ensino no contexto escolar em foco. Parte-se da idéia de que as representações que os participantes constroem da língua de sinais e do português os localizam em determinadas posições produzindo repercussões no processo de ensino e aprendizagem. Dadas as particularidades das interações entre alunos surdos, profissionais surdos e professores ouvintes, no contexto desse estudo, foi central a esta análise a concepção de estabelecidos e outsiders desenvolvida por Elias e Scotson (2000) para o entendimento das diferentes posições que os participantes ocupam nos seus modos de ver a si mesmos e ao outro em suas práticas discursivas. A análise dos registros mostrou que as representações construídas pelos participantes acerca das duas línguas que circulam naquele contexto escolar remetem ao conflito nuclear vivido por todos: a língua de sinais, língua natural dos alunos surdos e importante traço identitário desse grupo, tem no processo de ensino e aprendizagem apenas a função de ponte e apoio para a aprendizagem, enquanto o português escrito, em relação ao qual os alunos podem ser considerados aprendizes iniciantes, ocupa um lugar central como língua legitimada na escola pensada pelos ouvintes. A repercussão desse conflito nas interações entre os participantes e nos diferentes significados que atribuem às línguas ora os insere, ora os desloca nos / dos discursos hegemônicos historicamente construídos sobre os surdos e a surdez calcados na representação matriz da deficiência. E é nas brechas desses deslocamentos, presentes nas vozes desses participantes, que esse estudo se apóia para apontar possíveis saídas em direção a um projeto educativo que incorpore os próprios surdos em sua arquitetura curricular e em suas decisões pedagógicas / Abstract: This study, accomplished through interpretative ethnographic research of Erickson, 1984, 1989; Cavalcanti, 1990; Moita Lopes, 1994, 1996; Emerson et all, 1995; Mason, 1997; Agar, 1998), was guided by the following research question: What representations are built by deaf adults, students in one of the Youngsters¿ and Adults¿ Education classes of the National Institute for the Deaf, by their hearing teachers, by their deaf teacher and deaf monitor concerning the languages they use (Portuguese and the Brazilian Sign Language ¿ LIBRAS) at school? In an attempt to answer this question, the debate was carried out within a multidiscipline perspective using concepts from Sociology (Elias and Scotson, 2000), Anthropology and History (De Certeau, 2001), Critical Analysis of Discourse (Fairclough, 1989, 2001) and Philosophy of Language (Bakhtin, 1979, 1997), that, linked to contributions of Cultural Studies (Silva, 1998, 1999, 2000; Woodword, 2000), Deaf Studies (Skliar, 2002, 2003) and reflections on the field of bilingual education for minorities (Romaine, 1989; Grosjean, 1982, 1992; Garcia and Baker, 1995; Sktnabb, 1995; Maher, 1997) and for the deaf (Lane, 1992; Widell, 1994; Skliar, 1997, 1998, 1999, 2000; Souza, 1998, 1999, 2000; Svartholm, 1998; Freire, 1998, 1999 among others) seeking a possible interpretation of the relationships between representations, language and teaching in the context of the focused school. One starts with the idea that the representations the participants build of sign language and Portuguese, place them in certain positions that produce repercussions on the teaching and learning processes. Given the particularities of interactions between deaf students, deaf professionals and hearing teachers, within the context of this study, the concept of established participants and outsiders developed by Elias and Scotson (2000) was key to enable this analysis to understand the different positions that the participants hold in their way of seeing themselves and others in their discursive practices. The analysis of records revealed that representations built by participants regarding the two languages used in the schooling context remit to the nuclear conflict faced by everyone: sign language, the natural language of deaf students and an important identifying characteristic of this group, only serves as a bridge and support to learning in the teaching and learning processes, while written Portuguese, within which the students can be considered as beginners, occupies a central place as a legitimized language at school as imagined by hearers. The repercussion of this conflict in interactions between participants and the different meanings they attribute to the languages, makes them at times be included and at other times be excluded from/of hegemonic discourses historically constructed about the deaf and deafness rooted in the matrix representation of the deficiency. It is in the exclusions, voiced by participants that this study aims to point out possible ways of building an educational project that incorporates the deaf in its curricular framework and pedagogic decisions / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada

Internet et les réseaux socionumériques (RSN) constituent, pour la langue bretonne, un contexte récent dans les pratiques sociales à partir duquel peuvent s’observer des formes de recontextualisation d’une langue minorée en situation de post‐diglossie. Cette thèse propose d’en décrire les évolutions à l’aide d’un modèle dialogique d’élaboration d’identité qui offre trois pôles d’analyse : les formes de l’institutionnalisation de la langue dans la société, les représentations sociales de la langue et les pratiques sociales constituant des expressions d’appartenance. Ce modèle dialogique de processus, dont la conception est étayée par des travaux d’histoire sociale, est d’abord instancié au plan sociolinguistique, afin de montrer les conditions de l’intervention glottopolitique des RSN dans le contexte post‐diglossique. Le modèle conceptuel est ensuite exploité dans l’analyse étendue des formes de sociabilité que les RSN organisent, facilitent et structurent ycompris dans le champ des médias et de la communication publique. Enfin, le modèle permet de juxtaposer l’analyse sociopolitique de la revendication bretonne à la théorie sociopolitique de l’espace public sur les trois pôles d’analyse de la place des RSN : la construction de problèmes publics comme institutionnalisation, la construction symbolique de l’identité territoriale et la citoyenneté comme pratique sociale et forme d’appartenance. Les interventions glottopolitiques libérales développées autour des RSN concourent à des formes d’institution de la langue fondées à la fois sur la capacité d’autonomie des acteurs sociaux à construire l’espace régional mais aussi sur les conditions du marché / Internet and social digital networks (SDN) are, for the Breton language, a recent setting for social practices inwhich forms of recontextualization of a minority language in a post‐diglossic situation occur. The purpose ofthis thesis is to describe the transformations using a dialogical model of identity development. Such model focuses on a three‐dimensional analysis that encompassing the institutionalization forms of a language in a society, social representations of a language and social practices resulting in expressions of belonging. This dialogical process model, whose design is grounded in scholar works in the social history field, is first instantiated from a sociolinguistic perspective to describe SDN glottopolitical intervention characteristics in the post‐diglossia context. This conceptual model is then applied to in analysis of extended forms of sociability enabled, facilitated and structured by SDN both in a media and public communication context. Finally, the model allows the juxtaposition of the sociopolitical analysis of the Breton claim and the sociopolitical theory of public space on the three dimensions on which SDN have an effect: construction of social problems such as institutionalization, symbolic construction of territorial identity and citizenship as a social practice and way ofbelonging. Liberal glottopolitical interventions developed around SDN create forms institution of language based on both the market force and the autonomy capacity of social actors to build a regional territory

No description available.

This study investigates the news discourses to find out how deaf people and/or deafness is represented and analyses how the discourses might be affected by or influence common attitudes and prejudices about deaf people and/or deafness. First, however, this study analysed the contents of the news articles quantitatively in order to find frequencies of different news topics with references to deaf people and/or deafness and whether deaf people were allowed to talk or not. After the content analysis, ten articles were selected for the discourse analysis.   The results of the content analysis show that deaf people are represented and allowed to talk in most of the articles, but that hearing people are also represented in a majority of the articles. Most articles are about culture and personalities, but there are also articles about for example sign language and hearing devices. Most deaf people are represented as individuals, but they are also represented as representatives for the deaf and as both individuals and representatives.   The discourse analysis shows that deaf people are represented as a linguistic and cultural minority in both cultural and personal discourses but represented as broken and in need of being fixed for integration in society in medical discourses. In medical discourses, only experts talk about deafness and no deaf people are represented. In other discourses, both deaf and hearing people talk about deaf people, sign language and deaf culture. In some of the discourses, however, it is clear that deaf people are represented from the hearing viewpoint on deafness. There were discursive discrimination of deafness in medical discourses but occurred rarely in other discourses except when the medical view on deafness is present. Deaf people are represented as a minority distinct from the hearing majority in most articles and some of the cultural discourses show attempts to build a bridge between the deaf world and the hearing society. The majority of the discourses point to pluralism as a social practice but some of those discourses also point to inclusion and exclusion as social practices. The medical discourses however point to both assimilation and exclusion as social practices.

The growing number of language minority students graduating from a U.S. high school and entering college has motivated many studies. These students are often referred to as Generation 1.5, a term that loosely indicates they arrived in this country at an early age and had most of their education in U.S. K-12 settings. The studies that have focused on this population often group refugees with other immigrants. Although refugees may not have arrived in this country at an early age, those coming from war torn countries as teenagers have often had their formal education interrupted in their home countries with the result that schooling in the U.S. comprises most, if not all, of their education. The purpose of the current study was to investigate how refugee students experience academic literacy practices in their first year of college, the challenges they face in this process, and the resources and strategies they use to cope with postsecondary reading and writing demands. In order to carry out this investigation, a qualitative year-long multiple-case study (Duff, 2008) was conducted. Participants were seven refugee students attending a small liberal arts college. Data collection involved interviews with the focal participants and faculty, class observations, and written documents. Findings revealed that all seven participants were successful completing their first year in college, passing all the classes they registered for. At the same time, the day-to-day struggle to keep up and cope with reading and writing assignments presented these students with several challenges resulting from their still developing English language proficiency, lack of background knowledge, and unfamiliarity with academic genres, to name a few sources of difficulty. These challenges were offset by the motivation showed by the seven participants and their ability in developing coping strategies and drawing upon the resources made available to them. Repeated use of resources and uncritical acceptance of support, however, sometimes yielded undesirable results. The findings indicate that many of the strategies used by the participants involved peers, tutors, and professors who, within the supportive college environment, offered these students the assistance they needed.

Cette étude aspire à expliquer les raisons de la cohabitation - basée sur une différentiation linguistique - entre les germanophones et les italophones qui constituent la population du département du Haut-Adige/Tyrol du Sud (situé dans l'extrémité nord-orientale de l'Italie). Ce territoire, qui appartenait, historiquement, au Tyrol autrichien, a été annexé à l'Italie en 1918, raison pour laquelle il est constitué de deux tiers de germanophones qui ont toutefois réussi à maintenir leurs spécificités (notamment linguistique et culturelle) grâce à une large autonomie administrative et juridique, obtenue en 1972 après bien des vicissitudes faites de vexations et de luttes revendicatives. Cette autonomie a instauré un système social basé sur la séparation, institutionnellement orchestrée et idéologiquement alimentée par le monde politique et médiatique, des deux groupes linguistiques. Cela a engendré, chez les habitants italophones, un fort « malaise » identitaire. En partant du présupposé que le « modèle sud-tyrolien » - dont la genèse et la mise en pratique font l'objet d'explicitations - n´est pas remis en question dans la mesure ou il est désormais devenu une « seconde nature ». La question qui est au centre de cette recherche consiste à se demander pourquoi cette réalité binaire, fondée sur une distinction « ethnique », se maintient dans le temps malgré une ambition déclarée d'interculturalité et de bilinguisme. Cette étude, axée sur l'immersion dans la quotidienneté de la population, nous porte à interroger la quotidienneté et la subjectivité des individus : il s´agit d´accéder à leurs visions du monde grâce à l'analyse de leur imaginaire social, de leurs mémoires collectives, de leur définition de l´autre et des identités sud-tyroliennes. Ainsi, si la langue et les institutions freinent le contact entre les deux groupes, la dynamique de reproduction de la séparation est intériorisée et par conséquent pratiquée par les individus. De fait, la Heimat - concept propre au monde germanophone qui a fini par s'imposer largement au sein de ce travail - participe en tant que « monde-de-la-vie » à cette séparation vécue dont la remise en question saperait les fondements mêmes de ce vivre ensemble spécifique qui va désormais de soi. Malgré la « dimension utopique » qu'elle renferme (Bloch), il semble difficile, au vu du fatalisme de la population qui s'en remet aux générations à venir, de se soustraire à cette « Heimat Südtirol » qui ne laisse que peu de place à l'idée d'un avenir autre capable de dépasser la séparation. / This study analyses the coexistence between the German- and Italian-speaking population of the province of Bolzano - South Tyrol. The focus is on approaches that can explain the separated realities of these two linguistic groups. Before the annexation to Italy in 1918, South Tyrol was part of the Austro-Hungarian Empire. Two thirds of the population speaks German and preserve its linguistic and cultural features due to its administrative and legislative autonomy, which has been obtained after long struggles for recognition. This has produced a social system, which is based on the separation of the two linguistic groups supported by institutions, for instance schools, reinforced by politics and media. These developments led to a widespread identitary uneasiness of the Italian-speaking population. The central question is on how this "ethnic" separation is based on and could be preserved. It was supposed that this "South Tyrol model" is not questioned as it is perceived as a "second nature". By studying the everyday life, the perceptions and visions of the German- and Italian-speaking population, this study intends to provide explanations to the largely separated coexistence. This study uses a qualitative research approach. Group interviews were conducted with members of the Geman- and Italian-speaking population in different municipalities. In addition, expert interviews were carried out with political representatives. Results of this study suggest that different factors explain the separated coexistence by linguistic belonging: the collective memories and their transmission to younger generations; the relationships of power and domination; the definitions of "we" and the other; as well as the different South Tyrolean identities of the German- and Italian-speaking population. Encounters between the two linguistic groups are additionally hampered by the different languages and the institutional separation. The division is internalised by the two linguistic groups and practiced in accordance. This results in a dynamic of reproduction that perpetuates this model of coexistence. The Heimat as "lifeworld", which manifests itself in this separation, plays an important role for the coexistence. The "utopian dimension" of the Heimat (Bloch) does not allow to escape and to imagine a possible future which would overcome this specific type of lifeworld "Heimat Südtirol". On the contrary, this is left to the fatalism and future generations.

Cette étude aspire à expliquer les raisons de la cohabitation - basée sur une différentiation linguistique - entre les germanophones et les italophones qui constituent la population du département du Haut-Adige/Tyrol du Sud (situé dans l'extrémité nord-orientale de l'Italie). Ce territoire, qui appartenait, historiquement, au Tyrol autrichien, a été annexé à l'Italie en 1918, raison pour laquelle il est constitué de deux tiers de germanophones qui ont toutefois réussi à maintenir leurs spécificités (notamment linguistique et culturelle) grâce à une large autonomie administrative et juridique, obtenue en 1972 après bien des vicissitudes faites de vexations et de luttes revendicatives. Cette autonomie a instauré un système social basé sur la séparation, institutionnellement orchestrée et idéologiquement alimentée par le monde politique et médiatique, des deux groupes linguistiques. Cela a engendré, chez les habitants italophones, un fort « malaise » identitaire. En partant du présupposé que le « modèle sud-tyrolien » - dont la genèse et la mise en pratique font l'objet d'explicitations - n´est pas remis en question dans la mesure ou il est désormais devenu une « seconde nature ». La question qui est au centre de cette recherche consiste à se demander pourquoi cette réalité binaire, fondée sur une distinction « ethnique », se maintient dans le temps malgré une ambition déclarée d'interculturalité et de bilinguisme. Cette étude, axée sur l'immersion dans la quotidienneté de la population, nous porte à interroger la quotidienneté et la subjectivité des individus : il s´agit d´accéder à leurs visions du monde grâce à l'analyse de leur imaginaire social, de leurs mémoires collectives, de leur définition de l´autre et des identités sud-tyroliennes. Ainsi, si la langue et les institutions freinent le contact entre les deux groupes, la dynamique de reproduction de la séparation est intériorisée et par conséquent pratiquée par les individus. De fait, la Heimat - concept propre au monde germanophone qui a fini par s'imposer largement au sein de ce travail - participe en tant que « monde-de-la-vie » à cette séparation vécue dont la remise en question saperait les fondements mêmes de ce vivre ensemble spécifique qui va désormais de soi. Malgré la « dimension utopique » qu'elle renferme (Bloch), il semble difficile, au vu du fatalisme de la population qui s'en remet aux générations à venir, de se soustraire à cette « Heimat Südtirol » qui ne laisse que peu de place à l'idée d'un avenir autre capable de dépasser la séparation. / This study analyses the coexistence between the German- and Italian-speaking population of the province of Bolzano - South Tyrol. The focus is on approaches that can explain the separated realities of these two linguistic groups. Before the annexation to Italy in 1918, South Tyrol was part of the Austro-Hungarian Empire. Two thirds of the population speaks German and preserve its linguistic and cultural features due to its administrative and legislative autonomy, which has been obtained after long struggles for recognition. This has produced a social system, which is based on the separation of the two linguistic groups supported by institutions, for instance schools, reinforced by politics and media. These developments led to a widespread identitary uneasiness of the Italian-speaking population. The central question is on how this "ethnic" separation is based on and could be preserved. It was supposed that this "South Tyrol model" is not questioned as it is perceived as a "second nature". By studying the everyday life, the perceptions and visions of the German- and Italian-speaking population, this study intends to provide explanations to the largely separated coexistence. This study uses a qualitative research approach. Group interviews were conducted with members of the Geman- and Italian-speaking population in different municipalities. In addition, expert interviews were carried out with political representatives. Results of this study suggest that different factors explain the separated coexistence by linguistic belonging: the collective memories and their transmission to younger generations; the relationships of power and domination; the definitions of "we" and the other; as well as the different South Tyrolean identities of the German- and Italian-speaking population. Encounters between the two linguistic groups are additionally hampered by the different languages and the institutional separation. The division is internalised by the two linguistic groups and practiced in accordance. This results in a dynamic of reproduction that perpetuates this model of coexistence. The Heimat as "lifeworld", which manifests itself in this separation, plays an important role for the coexistence. The "utopian dimension" of the Heimat (Bloch) does not allow to escape and to imagine a possible future which would overcome this specific type of lifeworld "Heimat Südtirol". On the contrary, this is left to the fatalism and future generations.

Cette étude aspire à expliquer les raisons de la cohabitation - basée sur une différentiation linguistique - entre les germanophones et les italophones qui constituent la population du département du Haut-Adige/Tyrol du Sud (situé dans l'extrémité nord-orientale de l'Italie). Ce territoire, qui appartenait, historiquement, au Tyrol autrichien, a été annexé à l'Italie en 1918, raison pour laquelle il est constitué de deux tiers de germanophones qui ont toutefois réussi à maintenir leurs spécificités (notamment linguistique et culturelle) grâce à une large autonomie administrative et juridique, obtenue en 1972 après bien des vicissitudes faites de vexations et de luttes revendicatives. Cette autonomie a instauré un système social basé sur la séparation, institutionnellement orchestrée et idéologiquement alimentée par le monde politique et médiatique, des deux groupes linguistiques. Cela a engendré, chez les habitants italophones, un fort « malaise » identitaire. En partant du présupposé que le « modèle sud-tyrolien » - dont la genèse et la mise en pratique font l'objet d'explicitations - n´est pas remis en question dans la mesure ou il est désormais devenu une « seconde nature ». La question qui est au centre de cette recherche consiste à se demander pourquoi cette réalité binaire, fondée sur une distinction « ethnique », se maintient dans le temps malgré une ambition déclarée d'interculturalité et de bilinguisme. Cette étude, axée sur l'immersion dans la quotidienneté de la population, nous porte à interroger la quotidienneté et la subjectivité des individus : il s´agit d´accéder à leurs visions du monde grâce à l'analyse de leur imaginaire social, de leurs mémoires collectives, de leur définition de l´autre et des identités sud-tyroliennes. Ainsi, si la langue et les institutions freinent le contact entre les deux groupes, la dynamique de reproduction de la séparation est intériorisée et par conséquent pratiquée par les individus. De fait, la Heimat - concept propre au monde germanophone qui a fini par s'imposer largement au sein de ce travail - participe en tant que « monde-de-la-vie » à cette séparation vécue dont la remise en question saperait les fondements mêmes de ce vivre ensemble spécifique qui va désormais de soi. Malgré la « dimension utopique » qu'elle renferme (Bloch), il semble difficile, au vu du fatalisme de la population qui s'en remet aux générations à venir, de se soustraire à cette « Heimat Südtirol » qui ne laisse que peu de place à l'idée d'un avenir autre capable de dépasser la séparation. / This study analyses the coexistence between the German- and Italian-speaking population of the province of Bolzano - South Tyrol. The focus is on approaches that can explain the separated realities of these two linguistic groups. Before the annexation to Italy in 1918, South Tyrol was part of the Austro-Hungarian Empire. Two thirds of the population speaks German and preserve its linguistic and cultural features due to its administrative and legislative autonomy, which has been obtained after long struggles for recognition. This has produced a social system, which is based on the separation of the two linguistic groups supported by institutions, for instance schools, reinforced by politics and media. These developments led to a widespread identitary uneasiness of the Italian-speaking population. The central question is on how this "ethnic" separation is based on and could be preserved. It was supposed that this "South Tyrol model" is not questioned as it is perceived as a "second nature". By studying the everyday life, the perceptions and visions of the German- and Italian-speaking population, this study intends to provide explanations to the largely separated coexistence. This study uses a qualitative research approach. Group interviews were conducted with members of the Geman- and Italian-speaking population in different municipalities. In addition, expert interviews were carried out with political representatives. Results of this study suggest that different factors explain the separated coexistence by linguistic belonging: the collective memories and their transmission to younger generations; the relationships of power and domination; the definitions of "we" and the other; as well as the different South Tyrolean identities of the German- and Italian-speaking population. Encounters between the two linguistic groups are additionally hampered by the different languages and the institutional separation. The division is internalised by the two linguistic groups and practiced in accordance. This results in a dynamic of reproduction that perpetuates this model of coexistence. The Heimat as "lifeworld", which manifests itself in this separation, plays an important role for the coexistence. The "utopian dimension" of the Heimat (Bloch) does not allow to escape and to imagine a possible future which would overcome this specific type of lifeworld "Heimat Südtirol". On the contrary, this is left to the fatalism and future generations.