Italian as a foreign language in England: a perspective on the current educational field

This study aims to examine the current didactic panorama of Italian as a foreign language (LS) in England. The first section of the document ‒ titled Literary Review – presents an introduction to the topic and provides a theoretical perspective on Language Pedagogy and language policy in Europe. It emphasises the significance of learning foreign languages in today's global context and the increasing demand for English as a lingua franca. The section also highlights the popularity of Italian as a foreign language globally. In the subsequent sections ‒ titled Method ‒ the research methodology and approach are outlined and discussed. Firstly, an extensive review of relevant literature and documentation was undertaken to gain a comprehensive understanding of the educational system and the teaching of Italian in England. Subsequently, as a specific case study, a qualitative survey was conducted. A structured questionnaire was administered to a group of teachers and students of Italian as a LS, working and learning in English schools at various levels of education, to gather relevant data and insights. This approach allowed for an extensive and, at the same time, detailed examination of the current situation of Italian language courses offered in England. The final section – titled Findings and Discussion – summarizes the obtained results and trends. The survey highlighted the general interest in Italian culture and the different teaching techniques. These include the provision of high quality educational resources, adequate teacher training, the promotion of appropriate cultural understanding, the promotion of practical language learning, the use of new technologies, the adoption of effective assessments and the offering of individual student support. These approaches outline a stimulating and accessible environment for students, which facilitates their learning of Italian. Nevertheless, the findings also revealed challenges faced by Italian language education in England, such as limited funding and resources, lack of standardized curricula, and difficulties in attracting and retaining qualified language teachers. In conclusion, the study emphasises the importance of language policy and Language Pedagogy in promoting the learning and teaching of Italian in English schools. It highlights the need for continued support and investment in Italian language education, as well as the importance of collaboration between educational institutions, policymakers, and language professionals to ensure the provision of quality Italian language courses. Ultimately, the research provide valuable insights for reflecting on teaching styles and curriculum design for languages in use in England, as well as the effectiveness of these styles in meeting the needs of British students.