Innovation in Language Learning

Nussbaum’s Cultivating Humanity (1997) advocates for the concept of “global citizens,” emphasizing that a school curriculum promoting linguistic, cultural, and social justice must embrace multiculturalism and multilingualism; in line with the 2013 Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). This is especially crucial in Italy, home to the second-highest number of foreign-born students in Europe (Huddleston et al. 2013, p. 35). While several multicultural initiatives have targeted elementary and lower-secondary schools (Ongini 2011), pedagogical efforts in upper-secondary schools remain poorly implemented despite over 10% of students in Italian classrooms having foreign-born parents (Fondazione Migrantes 2022, p. 3) and possessing a first language other than Italian. Furthermore, the literary curriculum, which is meant to “mirror real-world experiences” as stated by the RFCDC (2013), is predominantly White, male, and Western-centric, thereby neglecting the lived experiences and representation of minoritized and female students. However, representation is vital for fostering acceptance and enhancing students’ sense of belonging, which – in turn – is essential for effective learning (Knetka et al., 2020, p.1), and while most research associates belonging with language, studies such as Ambrosini & Molina (2004), Bosisio et al. (2005), and Besozzi et al. (2013) indicate a broader context in Italy, where minoritized students often view multiculturalism and multi-religiousness as integral to their identity. Building on this understanding, I designed an alternative canon of Italian literature that incorporates the voices of migrant, female, and racialized authors to provide a multilingual and multicultural perspective on modern Italian society through literature. This paper focuses on its design and expected implementation in two senior-year classes at the Italian High School “Liceo Copernico” in Bologna through a qualitative case study.