The Teaching of English in Italian Schools: A Journey Through Change, Challenges, and Future Directions

In recent years, the teaching of English in Italian schools has undergone a profound transformation. What was once a largely grammar-driven, textbook-based subject has gradually evolved into a more communicative, student-centred discipline.

This shift, however, has not been linear. It reflects decades of educational reform, methodological debate, and—above all—the dedication of thousands of teachers working within a complex and often constrained system.

This article draws inspiration from my recent book, “L’insegnamento dell’inglese nella scuola italiana”, which explores how English language teaching (ELT) in Italy has developed from the post-war period to today.

From Grammar to Communication: A System in Transition

Historically, English in Italian schools was taught through the Grammar-Translation Method—a model focused on rules, written exercises, and accuracy. While this approach built strong analytical skills, it often failed to develop real communicative competence.

The introduction of the Communicative Language Teaching (CLT) approach marked a turning point. Speaking, listening, and interaction became central. Students were no longer just learners of a language—they were users of it.

Yet, the transition has been uneven.

In many classrooms, traditional and communicative methods still coexist, sometimes complementing each other, sometimes creating tension. This hybrid reality defines much of today’s Italian ELT landscape.

The Role of Teachers: Between Innovation and Constraints

Italian teachers of English have shown remarkable adaptability.

They are often required to:

• Implement modern methodologies

• Prepare students for standardised assessments

• Work with limited hours and large class sizes

• Navigate administrative and curricular expectations

Despite these challenges, teachers remain the true drivers of change.

Across Italy, we see educators integrating:

• Task-Based Learning

• CLIL (Content and Language Integrated Learning)

• Digital tools and platforms

• Project-based approaches

The innovation is there. The question is not whether teachers are evolving—but how much the system allows them to do so effectively.

Certification vs. Competence: A Structural Tension

One of the most significant developments in recent years has been the growing importance of language certifications (B1, B2, C1).

While certifications provide clear benchmarks and international recognition, they also introduce a potential risk:teaching to the test rather than teaching the language.

This creates a fundamental tension:

• Are we preparing students to pass exams?

• Or are we preparing them to communicate in real-world contexts?

The answer, ideally, should be both—but achieving this balance requires careful pedagogical design and institutional support.

The Impact of Technology and AI

Technology has already reshaped English language teaching—but we are now entering a new phase.

With the rise of Artificial Intelligence, the classroom is no longer the primary source of input. Students can:

• Access authentic materials instantly

• Interact with AI-based language tools

• Practice speaking outside the classroom

This shifts the teacher’s role from knowledge provider to learning facilitator and critical guide.

The real challenge is no longer access to English—it is:

• Selecting meaningful input

• Developing critical thinking

• Building human communication skills beyond algorithms

A System at a Crossroads

Italian ELT today stands at a crossroads.

On one side, there is:

• A strong tradition

• Structured curricula

• Increasing alignment with European frameworks (CEFR)

On the other, there is:

• A need for greater flexibility

• More investment in teacher training

• A stronger focus on real communicative competence

The future will depend on how these elements are integrated.

The Role of Communities: Why EdYOUFest Matters

In this evolving landscape, professional communities play a crucial role.

Platforms like EdYOUFest demonstrate that meaningful professional development does not have to be formal, rigid, or inaccessible.

They offer:

• Exchange of ideas

• Exposure to international perspectives

• Practical classroom insights

• A sense of belonging

And perhaps most importantly—they remind us that teaching is not an isolated profession.

Looking Ahead

The teaching of English in Italian schools is no longer just about language.

It is about:

• Preparing students for a globalised world

• Developing intercultural competence

• Building confidence and identity through communication

The journey is ongoing.

And if there is one clear message from both the book and the lived experience of teachers, it is this:

The future of English language teaching will not be defined by methods alone, but by the people who bring them to life in the classroom. Giovanni Rottura Edyoufest Founder