Language education and inclusion: Insights from Italian University Language Centres and students’ perspectives
DOI:
https://doi.org/10.21283/2376905X.1.13.1.3628Keywords:
INCLUSIVE HIGHER EDUCATION, MULTILINGUALISM, STUDENT-CENTRED LANGUAGE EDUCATION, UNIVERSITY LANGUAGE CENTRES (ULCS), INSTITUTIONAL DISCOURSE, AICLU - ASSOCIAZIONE ITALIANA CENTRI LINGUISTICI UNIVERSITARIAbstract
The paper outlines the role of Italian University Language Centres (ULCs) in promoting multilingualism, multiculturalism, and inclusive practices in higher education. It presents a mixed-methods study combining corpus-informed and discourse-based analysis of English-language websites of the AICLU (Associazione Italiana Centri Linguistici Universitari) with questionnaire data collected from students enrolled in ESP courses at the University of Calabria. Findings indicate that inclusive practices, particularly those addressing disability, accessibility, and diverse learner needs, are not represented consistently across institutions. Student responses highlight the need for greater interaction, more flexible learning pathways, expanded language offerings, and more visible support systems. The study advocates for a more holistic, inclusive, and student-centred model of language education that integrates multilingual and inclusive values at both institutional and pedagogical levels.
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