A recent study conducted by Antonella Beconi, the coordinator of language courses at the Centre for Continuing Education, Vice President of the Dante Alighieri Society of Sydney and Italian Studies tutor at The University of Sydney, analysed the role of Italian language teaching in strengthening connections among students and their sense of belonging to the university.
The research, published by the Faculty of Arts and Social Sciences at The University of Sydney, highlighted how studying a language can serve as an antidote to isolation and contribute to social and emotional well-being.
“My research stems from direct observation,” Beconi explains. “In Australia, university students tend to isolate themselves; they enter the classroom and sit far apart, avoiding spontaneous interaction.
“In Italy, on the other hand, it’s natural for students to sit close to one another, introduce themselves and ask questions. This social approach profoundly impacts individual well-being.”
Beconi emphasises that the issue of isolation extends beyond the university and reflects a broader trend in contemporary society. “Well-being depends on communication and relationships,” she says, “It’s essential that universities provide spaces where students can connect.”
The study focuses on three fundamental aspects influencing students’ sense of belonging: the classroom environment, relationships between students and students’ initial comfort levels.
These elements were analysed through surveys and qualitative interviews conducted between 2020 and 2021.
The data collected shows that language courses foster socialisation more effectively than other university disciplines. Beconi attributes this outcome to the very nature of language instruction.
“Studying a language means talking about yourself; saying your name, sharing interests and passions. These spontaneous conversations naturally create bonds among students.”
The COVID-19 pandemic had a significant impact on university socialisation that Beconi believes exposed the shortcomings of remote teaching.
“During lockdown, many students reported that their Italian class was the only moment of social interaction in their day,” Beconi reveals.
According to her, learning a foreign language goes beyond linguistic knowledge. “Language teaching is not just an academic matter,” she says, “It’s also social; languages facilitate relationships and enhance emotional well-being.”
Beconi also makes a fascinating observation about the Italian language. “I find that Italian is a language of happiness,” she claims, “You have to open your mouth to speak it, use facial expressions and gestures.
“This makes communication more engaging and emotional.”
The study suggests several strategies to combat social isolation at universities such as promoting the learning of foreign languages to improve socialisation, increasing opportunities for in-person interaction by creating student gathering spaces and recognising the value of languages as tools for psychological and relational well-being.
“Universities should include at least one mandatory language course in every student’s curriculum,” she says.
“Speaking about oneself in a second language helps build friendships and fosters a sense of community.”
In recent years, students enrolling to study Italian in Australia has declined, resulting in fewer and fewer universities offering courses.
In this context, Beconi’s research becomes even more significant. “Feeling part of something is essential for well-being,” she asserts, “Social isolation is a problem that universities must address, and language teaching can be a solution.”
