Perspectives of Italian L2 Teachers on Integrating Immigrant Women: Insights from a Case Study in Tuscany

The identification of communicative needs relevant to the socio-cultural context in which immigrant women are situated represents a foundational step for language teachers when planning classes. Language educators must act as both facilitators and mediators, adopting an intercultural approach that integrates diverse cultural models. The goal is to teach the language with an emphasis on integration, thereby fostering connections between immigrant women and Italian culture through the target language. To this end, this paper presents research conducted in Tuscany to analyze the key experiences and perspectives that emerge from teaching Italian to immigrant women.