COMPETENZE GRAMMATICALI E INTERCULTURALI NELLA DIDATTICA MEDIATA DALL’INTELLIGENZA ARTIFICIALE: UN’ESPERIENZA DI FORMAZIONE PER DOCENTI DI ITALIANO L2/LS

Letizia Cinganotto; Giorgia Montanucci

doi:10.54103/2037-3597/30437

Authors

Letizia Cinganotto Università per Stranieri di Perugia https://orcid.org/0000-0003-3541-7036
Giorgia Montanucci Università per Stranieri di Perugia https://orcid.org/0009-0008-1692-3199

DOI:

https://doi.org/10.54103/2037-3597/30437

Abstract

L’integrazione dell’intelligenza artificiale nella didattica delle lingue apre prospettive inedite per l’insegnamento della grammatica e lo sviluppo della competenza interculturale, sollevando al contempo questioni di natura pedagogica ed etica. Il presente contributo analizza le percezioni di un gruppo internazionale di docenti di italiano L2/LS che hanno partecipato a un percorso di formazione e aggiornamento presso l’Università per Stranieri di Perugia, incentrato sui più recenti approcci e metodi per lo sviluppo delle competenze grammaticali e interculturali, anche attraverso l’uso di strumenti di IA. Lo studio, condotto con approccio misto, ha combinato un questionario quantitativo e qualitativo per indagare pratiche, atteggiamenti e riflessioni dei docenti. I risultati mostrano che l’IA è percepita come risorsa versatile per la progettazione didattica e la personalizzazione dei percorsi di apprendimento, in grado di promuovere autonomia, riflessione metalinguistica e maggiore coinvolgimento. Al contempo, emergono criticità legate a bias, semplificazioni e alla limitata capacità degli strumenti di cogliere sfumature linguistiche e culturali, confermando il ruolo imprescindibile della mediazione docente. Lo studio restituisce una visione cautamente ottimistica sull’impiego dell’IA nell’educazione linguistica, suggerendo che il valore formativo di tali strumenti risiede nella loro capacità di potenziare la dimensione comunicativa e interculturale all'interno di cornici metodologiche consapevoli e inclusive.

Grammar and Intercultural Competence in AI-Mediated Language Education: A Teacher Training Experience in Teaching Italian as a Foreign/Second Language

The integration of Artificial Intelligence (AI) into language education opens new perspectives for grammar instruction and the development of intercultural competence, while also raising pedagogical and ethical concerns. This paper examines the perceptions of an international group of teachers of Italian as a second/foreign language who participated in a training programme at the University for Foreigners of Perugia. The programme was designed to explore recent approaches and methods for grammar and intercultural teaching, including the use of AI-based tools. The study, conducted through a mixed-methods approach, combined quantitative and qualitative questionnaires to investigate teachers’ practices, attitudes, and reflections. Findings indicate that AI is perceived as a versatile resource for lesson planning and for personalizing learning pathways, fostering learner autonomy, metalinguistic reflection, and engagement. At the same time, concerns emerged regarding algorithmic bias, oversimplification, and the limited ability of AI systems to capture linguistic and cultural nuances, thereby reaffirming the indispensable role of teacher mediation. The study offers a cautiously optimistic perspective on the use of AI in language education, suggesting that the educational value of such tools lies in their capacity to enhance communicative and intercultural dimensions within conscious and inclusive methodological frameworks.

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