Challenges and opportunities for teaching Italian as a second language

A case study at the University of Toronto Mississauga

Bibliographic Data

ID9814951
AuthorsSimone Casini (0000-0001-5819-5128, University of Toronto Mississauga, corresponding author)
Year2023
Volume57
Issue3
Pages974-998
Publication date2023-11-01
Open AccessYes
TypeARTICLE
VenueForum Italicum A Journal of Italian Studies (JOURNAL)
Journal identifiersISSN: 0014-5858 • E-ISSN: 2168-989X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00145858231178527
OpenAlexW4382403533
LanguageEN
Citations received2
References cited18

This article analyses the current condition of teaching Italian abroad and the ways in which second-language programmes can engage learners and meet their educational goals. While we are aware of the need for systematic action amongst various actors to ensure the future of Italian-language teaching, we choose to focus on the concept of Experiential Learning (EL). EL is a didactic action (i.e. a linguistic policy) which can be directly implemented into university courses or programmes and represents an innovative method of teaching Italian as a second language. Research on the theme of EL was conducted on Italian L2 courses at the University of Toronto Mississauga and involved instructors and students from various departments. These results lay the foundation for the creation of concrete educational policies, consistent with international literature on the action-oriented approach (CEFR, ACTFL), and for the ‘power of feasibility’ of individual classes (and individual teachers) of L2

Action (physics · Action research · Experiential learning · Focus (optics · Foundation (evidence · Language education · Linguistics · Mathematics education · Pedagogy · Political science · Second language · Sociology · Theme (computing · Computer Science · Higher Education and Employability · Higher Education Learning Practices · Psychology · Second Language Learning and Teaching

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