My Approach

My approach to teaching Italian is rooted in long-term classroom experience and informed by contemporary insights into how adults actually acquire and use a second language.

At the core of my teaching is the belief that communication comes before perfection, and that adult learners need both meaningful use of the language and clear reference points to feel confident enough to speak.

I work from the principle that language is acquired through:

Errors are treated as a natural and often memorable part of communication. They are not obstacles, but stepping stones toward fluency. Creating a safe, respectful environment where students feel free to try, fail, laugh, and try again is essential—especially with adult learners, who often carry fear, self-judgment, or past negative experiences into the classroom.

My goal is not to produce grammatically perfect speakers, but independent communicators who can engage in spontaneous conversation as well as repeated use of high frequency patterns.


The Role of the Classroom, compared to Self-Study and New Technologies

In today’s learning environment, students have access to a wide range of tools, including apps, online resources, and new technologies like AI. These tools can be extremely useful when used thoughtfully, but they do not replace the role of the classroom.

AI and digital tools can support language learning and, although not always accurate, they are useful for reviewing, clarifying, practicing, and experimenting with language outside of class. However, they have clear limits.

AI interaction lacks the urgency, simplification, and negotiation that characterize real-life communication. It does not require learners to react quickly, adjust their language under pressure, or reformulate when something does not work.

Another crucial aspect to consider is that communication is never purely verbal: it is shaped by cultural norms, implicit expectations, tone, gesture, proximity, and social context. These elements are essential to meaning and can only be learned through real human interaction.

For this reason, AI cannot replace selective pedagogical guidance of a native teacher or the lived experience of speaking with another person. These elements are essential for building confidence and true human communicative competence.