Teaching and Learning Italian as A Foreign Language Challenges for Pre-University Students in Vlora Schools

Teaching and Learning Italian as a Foreign Language Challenges for Pre-University Students in Vlora Schools

Eliona Naqo

University Ismail Qemali – Vlorë, Albania

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000247

Received: 27 July 2025; Accepted: 04 August 2025; Published: 05 September 2025

ABSTRACT

This qualitative case study investigates the multifaceted challenges faced by pre-university students in Vlora, Albania, in acquiring Italian as a foreign language. Drawing on semi-structured interviews with 24 participants (18 students and 6 Italian language teachers), 12 classroom observations, and document analysis of curricular materials from two public secondary schools, the study identifies key linguistic, pedagogical, socio-cultural, and institutional barriers. Findings reveal a persistent reliance on grammar-translation methods, limited access to authentic language input, insufficient integration of digital tools, and disparities in student motivation shaped by socio-economic background. Thematic analysis of interview transcripts and observational field notes highlights a misalignment between national curriculum objectives and classroom practice, particularly in the development of communicative competence. The study situates its findings within the broader regional context of foreign language education in the Western Balkans and proposes evidence-based, context-sensitive recommendations. These include the systematic integration of Communicative Language Teaching (CLT), utilization of open-access digital platforms (e.g., RAI Play, Podcast Italiano Facile, Ed puzzle), and targeted in-service teacher training aligned with CEFR standards. The paper concludes with a call for policy-level reforms and cross-border educational partnerships to strengthen Italian language instruction in Albania.

Keywords: Italian language, foreign language acquisition, pre-university education, communicative language teaching, technology integration, teacher professional development, Albania, Western Balkans

INTRODUCTION

Italian holds a distinctive position in Albania’s linguistic landscape, particularly in coastal cities like Vlora, where historical proximity, cultural affinity, and transnational migration have fostered enduring linguistic and social ties with Italy. As a result, Italian is one of the most widely taught foreign languages in Albanian secondary schools, often selected by students as an alternative or complement to English. Despite this popularity, the actual proficiency levels achieved by pre-university learners remain modest, with significant gaps in speaking and listening skills. This study examines the teaching and learning of Italian in Vlora’s secondary education system through a qualitative lens, focusing on the lived experiences of students and teachers. While previous research has touched upon language education in Albania (Biondi, 2020; Leka & Kamberi, 2019), few studies have offered in-depth, empirically grounded analyses of Italian language instruction at the pre-university level, particularly from a socio-pedagogical perspective.

The research addresses the following questions:

• What are the primary challenges students and teachers encounter in Italian language classrooms in Vlora?
• How do national policies and local educational practices shape the delivery of Italian instruction?
• What strategies can enhance student engagement, communicative competence, and teacher effectiveness?

By answering these questions, the study contributes to both academic discourse and practical pedagogy, offering actionable insights for educators, policymakers, and curriculum developers.

Contextual Background

Historical and Cultural Ties

Albania’s relationship with Italy dates back centuries, from Roman rule to Venetian influence along the Adriatic coast. In the post-communist era, especially after the 1990s, large-scale migration to Italy created transnational families and reinforced linguistic interest. In Vlora, located just 70 kilometers from the Italian coast, Italian media, particularly television channels such as RAI 1 and Canale 5, are widely accessible and consumed, creating a passive but influential exposure to the language (Hoxha, 2018). This cultural immersion fosters a sense of familiarity, often leading students to perceive Italian as “closer” to Albanian than other foreign languages, both phonetically and lexically (Deda, 2015). However, this perception can be misleading. While Albanian and Italian share Latin-derived vocabulary and some grammatical features (e.g., gendered nouns, verb conjugations), their syntactic and phonological systems diverge significantly, posing unique learning challenges.

Italian in the Albanian Education System

Italian is offered as an elective subject in grades 9–12 in most public secondary schools in Vlorë, following the National Curriculum Framework (Albanian Ministry of Education, 2020). The curriculum nominally aligns with the Common European Framework of Reference for Languages (CEFR), aiming for students to reach A2–B1 levels by graduation. However, implementation varies widely due to uneven resource distribution and teacher preparedness. Instruction remains predominantly grammar-focused, with assessment centered on written accuracy rather than oral fluency. This traditional approach reflects broader trends in Albanian education, where rote memorization and exam-oriented teaching prevail (Leka & Kamberi, 2019). Moreover, while the Ministry encourages the use of modern methodologies, there is no mandatory professional development for foreign language teachers, leaving many educators untrained in communicative or task-based approaches.

METHODOLOGY

This study employed a qualitative case study design to explore the complexities of Italian language instruction in two secondary schools in Vlorë, the public school – Shkolla “Ismail Qemali” and non-public school – Shkolla e Mesme “Drita E Dijes”. These institutions were selected through purposive sampling to ensure variation in student demographics and teaching staff experience.

Data were collected over a 14-week period during the 2023–2024 academic year using three primary methods:

• Semi-structured interviews: Conducted with 18 students (9 from each school, balanced by gender and academic performance) and 6 Italian language teachers (3 from each school). Interviews lasted 30–45 minutes, were audio-recorded with consent, and transcribed verbatim. Questions explored students’ motivations, perceived difficulties, and learning experiences, as well as teachers’ instructional practices, training background, and views on curriculum effectiveness.
• Classroom observations: A total of 12 lessons (6 per school) were observed using a structured observation protocol adapted from Richards and Rodgers (2014). The protocol focused on teacher-student interaction patterns, use of target language, instructional materials, and student engagement. Field notes were systematically coded for recurring themes such as teacher dominance, student participation, and use of technology.
• Document analysis: Syllabus, textbooks (e.g., Nuovo Progetto Italiano, Italiano in Diretta), and national curriculum documents were analyzed to assess alignment with CEFR standards and contemporary pedagogical principles.
• Thematic analysis (Braun & Clarke, 2006) was applied to all qualitative data. Initial codes were generated inductively, then grouped into broader categories. Trustworthiness was ensured through member checking, peer debriefing, and triangulation of data sources.

FINDINGS

Linguistic Challenges

Despite perceived similarities, students struggle with key linguistic features of Italian. Pronunciation errors were common, particularly with vowel length, stress placement, and diphthongs (e.g., città pronounced as /tʃiˈta/ instead of /tʃitˈta/). One student noted:

“I understand Italian on TV, but when I try to speak, I sound wrong. The words feel too fast, and I can’t get the rhythm.” (Student, Grade 11)

Grammatical complexity, especially the subjunctive mood and reflexive verbs, was repeatedly cited as a barrier. Teachers reported that students often transfer Albanian syntax into Italian, leading to errors such as “Io sono andato a scuola con mio amico” instead of “con il mio amico.”

False cognates (e.g., sensibile meaning “sensitive” in Italian but often misinterpreted as “sensible”) caused persistent confusion. As one teacher explained:

“They think they know the word because it looks like Albanian, but the meaning is different. It creates false confidence.” (Teacher, Interview 3)

Pedagogical Challenges

Observations revealed a strong dominance of the grammar-translation method. In 10 out of 12 observed lessons, over 70% of class time was devoted to grammar drills, vocabulary lists, and written exercises. Speaking activities were rare and typically limited to scripted dialogues. Only two teachers incorporated any form of communicative task, such as role-playing a restaurant scenario. When asked why, one teacher responded:

“We don’t have time. The exam is on grammar. If they can’t write a perfect paragraph, they fail.” (Teacher, Interview 1)

This exam-driven culture discourages risk-taking and authentic communication. Moreover, only one classroom had reliable internet access, severely limiting the use of multimedia resources.

Socio-Cultural and Motivational Factors

Motivation varied significantly. High-achieving students often cited future study or work in Italy as a driving force. However, many others viewed Italian as less useful than English in the global job market. A student remarked:

“English opens doors everywhere. Italian only helps if you go to Italy. And I can’t afford that.” (Student, Grade 10)

Socio-economic status played a critical role. Students from wealthier families accessed private tutoring or online courses (e.g., Babbel, Mondly), while others relied solely on classroom instruction. One teacher observed:

“The gap is growing. Some students watch Italian series with subtitles at home. Others have never even used a language app.” (Teacher, Interview 5)

Resource and Policy Constraints

Schools lacked updated textbooks, audio-visual equipment, and licensed digital content. Teachers used photocopies of outdated materials, some over a decade old. Furthermore, no school had participated in international teacher training programs like Erasmus+ in the past five years. At the policy level, while the curriculum mentions “communicative competence,” there is no monitoring mechanism to ensure implementation. As one department head noted:

“We follow the Ministry’s plan, but there’s no one to check if we’re actually teaching communication. Only test results matter.” (Teacher, Interview 6)

Discussion: A Regional and Policy Perspective

The findings resonate with studies from other Balkan countries. In Croatia, Mihaljević Djigunović (2015) documented similar overreliance on grammar-based instruction despite CEFR alignment, though recent reforms have introduced CLT in pilot schools with measurable gains in oral proficiency. In Montenegro, Vuković  (2023) demonstrated that integrating digital tools increased student engagement by 30%, suggesting that even modest technological investments can yield significant returns. In Albania, the absence of a coherent policy for foreign language teacher development exacerbates disparities. Unlike in Slovenia or Croatia, where in-service training is mandatory and funded nationally, Albanian teachers must seek professional development independently, often at their own expense. This creates inequities, particularly in rural or underfunded schools. Moreover, the national curriculum’s dual emphasis on grammar and communication remains contradictory in practice. Without aligned assessment tools, teacher training, and resource allocation, the communicative goals remain aspirational rather than operational.

RECOMMENDATIONS

Implementing Communicative Language Teaching (CLT)

Schools should transition toward CLT by redesigning lesson plans around meaningful interaction. Practical examples include:

• Role-plays: Simulating real-life situations (e.g., buying a train ticket, asking for directions).
• Information gap activities: Pair tasks where students exchange missing information in Italian.
• Project-based learning: Creating a class podcast or video blog in Italian about Vlora’s culture.

These strategies should be supported by in-service teacher training, ideally delivered through partnerships with the Istituto Italiano di Cultura or Italian universities. Workshops should focus on lesson planning, error correction in speaking, and fostering student autonomy.

Leveraging Digital and Authentic Resources

Even with limited infrastructure, schools can adopt low-cost, high-impact digital tools:

• RAI Play (free Italian public broadcaster content) for listening practice.
• Edpuzzle to create interactive video lessons from YouTube clips.
• Duolingo for Schools (free version) to assign personalized vocabulary exercises.
• Podcast Italiano Facile for graded listening input.
• Teachers can download content at school and share via USB drives in offline settings.

Enhancing Cultural and Motivational Engagement

Schools should organize

• Monthly Italian film nights (e.g., Io Capitano, The Great Beauty).
• Cooking workshops making Italian dishes with bilingual recipes.
• Virtual exchanges with partner schools in Italy via Zoom or e-Twinning.
• Such activities humanize the language and reinforce its cultural value beyond exams.

Policy and Institutional Reforms

The Ministry of Education should

• Revise assessment frameworks to include oral exams aligned with CEFR.
• Allocate grants for classroom technology and teacher training.
• Establish a national network for Italian language teachers to share resources and best practices.
• Facilitate participation in Erasmus+ and other EU-funded educational initiatives.

CONCLUSION

This study underscores that the challenges in teaching Italian in Vlora, are not merely linguistic but deeply embedded in pedagogical traditions, resource limitations, and policy gaps. While students possess cultural motivation, it is often undermined by outdated teaching methods and unequal access to learning opportunities. The proposed solutions, centered on communicative pedagogy, digital integration, and systemic support, are not only feasible but urgently needed. By learning from successful models in neighboring countries and leveraging existing cultural ties, Albania can transform Italian language education into a dynamic, equitable, and empowering experience. Future research should evaluate the longitudinal impact of CLT and digital integration through mixed-methods studies, including proficiency testing before and after intervention. Ultimately, reimagining Italian language instruction in Vlora , is not just about improving grammar scores, it is about empowering a new generation of Albanian youth with the communicative tools to engage confidently with the wider Mediterranean world.

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