Promoting Multilingual Education Through the Texts by Italian Women Writers with Migratory Backgrounds. Teachers’ and Students’ Perceptions

Abstract

Several studies have analysed multilingualism in the texts by Italian writers with migratory background, and explored their potential for teaching Italian to foreign students. However, limited research has examined their effectiveness from the perspectives of teachers and students, and in relation to multilingual education. Moreover, studies on Italian teachers abroad have primarily focused on state teachers, with less attention given to those working in other institutions like the Dante Alighieri Society. On this basis, the present study explores the perceptions of 19 teachers and 40 students from five committees of the Dante Alighieri Society in Argentina during a professional development intervention on multilingual education and texts by Italian women writers with migratory backgrounds. The research adopted a mixed-methods approach, followed a longitudinal multiple-case study design, and included an action research project. Data were collected through pre- and post-training questionnaires, teachers’ diaries, the researcher’s diary and students’ questionnaires. The findings revealed positive changes in teachers’ beliefs, training needs, and teaching practices, supported by favourable students’ feedback. By the end of the course, teachers reported increased awareness, competence, and motivation to value students’ entire linguistic repertoires using innovative teaching approaches and resources that reflect the multilingual and multicultural identity of contemporary Italian society.