Challenges and Opportunities for Teaching Italian as a Second Language: A Case Study at the University of Toronto Mississauga
Author(s)
Date Issued
2023
Type
article
Volume
57
Issue
3
Start Page
974
End Page
998
Journal
Abstract
Abstract
Forum Italicum 2023, Vol. 57(3) 974–998 © The Author(s) 2023 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/00145858231178527 journals.sagepub.com/home/foi
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 foun- dation for the creation of concrete educational policies, consistent with international lit- erature on the action-oriented approach (CEFR, ACTFL), and for the ‘power of feasibility’ of individual classes (and individual teachers) of L2.