Abstract
The article examines the development of linguistic mediation competence in Italian as a second language in light of the reconceptualisation proposed by the CEFR Companion Volume (2020), focusing on task-based activities. Drawing on a theoretical framework that integrates textual mediation, dynamic plurilingualism and the action-oriented approach, the study explores homiletic production as a situated discursive practice in which the reformulation of biblical texts intersects with communicative, cultural and identity-related demands. Through a qualitative case study involving non-native religious learners operating in Italian ecclesial contexts, the article analyses task-based activities centred on written and oral homily production. The findings show that the transition from cross-linguistic mediation to more advanced forms of endolinguistic mediation in L2 supports not only the development of complex textual competences, but also processes of identity redefinition and community participation. The homily thus emerges as a pedagogical device characterised by high linguistic and symbolic density, capable of integrating language learning, social practice and self-construction.
Keywords
Textual mediation; Italian as L2; homily; CEFR Companion Volume; linguistic identity.