Conference Program

In contemporary democratic societies, linguistic education represents a key lever for social inclusion and for preventing processes of marginalization that may lead to educational and occupational exclusion. Within this framework, Italian as a second language (L2) education for adults assumes a strategic role in supporting migrants and vulnerable learners in accessing meaningful learning and employment pathways. The present contribution, grounded in the theoretical field of adult L2 Italian didactics (Serragiotto, 2020; Adorno et al., 2017; Balboni, 2013) and lifelong learning (Knowles, 1984; Di Rienzo, 2015), views language competence as a crucial condition for participation, agency, and active citizenship.

In light of this premise, the study aims to explore how targeted L2 Italian educational interventions can enhance adult learners’ linguistic competences to support their educational and professional integration and reduce the risk of NEET conditions. Particular attention is devoted to the role of pedagogical innovation in CPIA contexts as a means of fostering equitable learning opportunities for linguistically and socio-culturally diverse adults.

In order to reach its objectives, the study, grounded into pragmatical worldview (Peirce, 2003), adopts a qualitative method (Creswell, 2009) and a collaborative research methodology (Desgagné, 1997), developed through the training and supervised involvement of two pre-service teachers in Italian L2 didactics. After a structured preparation phase on adult language education, the two trainees implemented and observed L2 teaching practices within two CPIA contexts in Northern Italy (Como and Varese). The research combined systematic classroom observation, analysis of entry and progress language assessments, and the use of biographical–narrative tools (e.g., linguistic portraits) to capture both cognitive and identity-related dimensions of language learning. The collaborative nature of the study enabled cross-context comparison and reflective triangulation between the two field experiences.

Findings highlight a progressive development of learners’ Italian L2 competences, particularly in functional communication domains relevant to everyday life and work inclusion. Moreover, the data underline the strong interconnection between linguistic progress, learners’ motivational trajectories, and their perceived possibilities for social and professional participation. At the same time, the use of biographical and narrative devices proved especially effective in supporting engagement, identity recognition, and persistence in learning pathways.

Overall, the contribution argues that pedagogically grounded L2 Italian provision can function as a preventive device against processes of social and educational exclusion when embedded in inclusive, learner-centered, and reflexive teaching practices. The findings offer implications for teacher education, adult language policy, and justice-oriented approaches aimed at redesigning educational spaces as sites of democratic belonging and opportunity for adult migrant learners.