Good and Bad at the Blackboard

Exploring Italian (T)rap as a Tool for Language and Educational Empowerment

Abstract

This study explores the educational potential of Italian (t)rap music (rap, trap, and drill) as a tool for teaching Italian as a second language (L2) in migratory and school contexts marked by high linguistic and cultural heterogeneity. The article opens with a reflection on the role of language education in situations of marginality and social vulnerability, where learning Italian also functions as a vehicle for inclusion, empowerment, and social recognition. Within this framework, (t)rap is proposed as an authentic and culturally relevant resource, capable of connecting with young people’s symbolic universe and fostering motivation, critical reflection, and a sense of belonging. Through the analysis of teaching experiences and the presentation of the results of a questionnaire administered to thirty L2 Italian teachers, the study investigates perceptions, practices, and obstacles related to the use of (t)rap in the classroom. The data show a predominantly positive attitude: over 70% of teachers recognize the educational value of this genre. However, critical issues also emerge, linked to controversial content, lexical complexity, and the lack of specific materials, which require careful song selection and strong methodological awareness. If used critically, (t)rap music can thus become a means to activate processes of language learning, active citizenship, and identity construction, restoring to the school its role as a dialogic space between youth and institutional worlds.