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Using quantitative and qualitative analysis of surveys triangulated with interviews and artifacts, including students’ lesson comments and video responses, the work traces learners’ expectations, prior background on social justice, and reactions to implemented activities. Findings show that learners value classroom activities and tools for sharing, collaborating, and reflecting together.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transformative-experiences-of-beginner-l2-learners-in-the-italian-classroom-for-social-justice/601436/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transformative-experiences-of-beginner-l2-learners-in-the-italian-classroom-for-social-justice/601436.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What courses and project structure does the study focus on?","Question",{"text":112,"@type":113},"The study focuses on two beginner Italian courses and investigates engagement with social justice topics through a semester-long project supported by course materials and activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research analyze learner experiences and engagement?",{"text":117,"@type":113},"It uses a mixed approach: quantitative and qualitative analysis of surveys, triangulated with interviews and learner artifacts, including comments from lessons and video responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What transformations do learners experience through the course activities?",{"text":121,"@type":113},"Most learners shift their perceptions of Italy and Italian identities, showing changes in frames of reference, including mind-sets, habits, and meaning perspectives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601436,1792893716,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","2  \nTransformative Experiences of Beginner L2 Learners in the Italian Classroom for Social Justice  \nGiulia Negretto  \nUniversity of Arizona  \nBorbala Gaspar  \nUniversity of Arizona  \nAbstract  \nFocusing on two beginner Italian courses, this study demonstrates participants’perceptions of and engagement with social justice topics and materials in a semesterlong project. A quantitative and qualitative analysis of surveys, triangulated with interviews and artifacts, such as comments by students during lessons and in their video responses, provide us with a better understanding of students’ previous expectations, perceptions and experiences with learning Italian; their background knowledge on social justice; and their reactions to the activities implemented throughout the course. Our findings indicate that learners value classroom activities and learning tools that allow them to share, collaborate, and reflect together. As a result of their engagement with multiliteracies approaches and social justice materials, most learners changed their perceptions of Italy and Italian identities. Most of them went through a transformation to altered frames of reference, changing their mind-sets, habits and meaning perspectives. Implications include discussions on offering learners space for critical reflection on social scenarios that can lead to increased engagement, sense of belonging, and unique transformative experiences.  \nKeywords: social justice, transformative learning, multiliteracies, Italian, beginner learners  \nBackground  \nForeign language departments, particularly programs of Less Commonly Taught Languages (LCTLs), are pressured to increase the relevance of their courses, attract learners, move beyond a view of communication that is merely based on linguistic interaction, and offer more holistic learning to develop transcultural and translingual competences (MLA Ad Hoc Committee on Foreign Languages, 2007) . In line with the call for change, scholars suggest a move away from traditional foreign language education to change the approach of only right and wrong proficiency focused approaches and to re-evaluate the standards of foreign language learning.  \nTransformative Experiences 35  \nRecommendations include teaching discourse analysis, critical thinking, selfreflection and overall, a more critically oriented pedagogy (Byram, 2008; Guilherme, 2002; Kern, 2000; Kramsch, 2014; Risager, 2007) .  \nMost published textbooks are not following these recommendations. Chapters in foreign language textbooks for undergraduates, particularly for beginner and elementary levels, tend to fit grammar structure into a broad topic to provide a bit of context. Learners are not engaged in critical analysis of textual genres and they don’t have activities designed to reflect on how language functions to convey meaning within them. Texts are often artificially constructed and lack clues that learners may need. The result is that both content and language forms are presented uncritically. Furthermore, textbooks often present “sanitized narratives”(Fabbian et al., 2019, p. 11) that prioritize dominant groups (Grant & Sleeter, 2011), are missing controversial topics (Gray, 2002; 2013) and include culture in a way that it does not require learners to engage in depth with (Canale, 2016, p. 239) . These elements alltogether can lead to misrepresentations (Muirhead, 2009; Kubota 2004) .  \nOne way to respond to these discrepancies is to provide learners with opportunities to use relevant authentic texts of different genres, and help them notice, engage and critically reflect on the way information is conveyed. The multiliteracies framework outlined by the New London Group (1996) can assist in achieving these goals, with a particular focus on meaning making. In the meaning making process there are six design elements that represent the “multi” in the multiliteracies framework. These are: linguistic, spatial, gestural, visual, audio meaning, and the multimodal p","cbCaisunxQrPGbso","https://ap.wps.com/l/cbCaisunxQrPGbso","pdf",409004,22,"English","# Background\n## Transformative Experiences\n## Recommendations and Critical Pedagogy\n## Limits of Conventional Textbooks\n## Multiliteracies Framework and Design Elements\n## Social Justice-Oriented L2 Teaching\n## Transformative Learning as a Vehicle","[{\"question\":\"What courses and project structure does the study focus on?\",\"answer\":\"The study focuses on two beginner Italian courses and investigates engagement with social justice topics through a semester-long project supported by course materials and activities.\"},{\"question\":\"How does the research analyze learner experiences and engagement?\",\"answer\":\"It uses a mixed approach: quantitative and qualitative analysis of surveys, triangulated with interviews and learner artifacts, including comments from lessons and video responses.\"},{\"question\":\"What transformations do learners experience through the course activities?\",\"answer\":\"Most learners shift their perceptions of Italy and Italian identities, showing changes in frames of reference, including mind-sets, habits, and meaning perspectives.\"}]","Transformative Experiences of Beginner L2 Learners in the Italian Classroom for Social Justice | PDF",1792092607,55]