Abstract
The paper explores the role of lexicographic resources in the South Tyrolean (Italy) educational context against the backdrop of legal provisions (Das neue Autonomi-estatut 2019/1972), taking into account both normative requirements and their appli-cation in practice. The focus is on two questions that have been little researched so far, not only in the specific context but also internationally (cf. Abel 2024, 2022, Nied Curcio 2022): To what extent are lexicographic resources represented in the school framework guidelines? How are they actually used in schools? For the case study presented here, the South Tyrolean framework guidelines provided by the school boards at all levels of education for German, Italian and English were examined by means of a document analysis. In a second step, a questionnaire survey with language teachers of the three languages determined the actual use of lexicographic resources (cf. Abel 2024, 2022).