Although the 5 Cs of the ACTFL Standards underline the importance of gaining “knowledge and understanding of other cultures” and the MLA report advocates for transcultural and translingual competence, in lower division language classes, culture is often limited to blurbs in the textbook and it is likely to be the first element omitted due to time constraints.This paper presents an effective way of integrating the use of authentic materials, specifically the 2010 film Benvenuti al sud, in the curriculum of a second semester Italian class. The unique thematic and linguistic qualities of Benvenuti al sud clearly demonstrate how language and culture are mutually intertwined. Through scaffolded activities, students can explore the cultural differences and stereotypes at play in Italy and learn about geography, regional characteristics, and the existence of different languages within the country. They can also develop their interpretive, presentational and interpersonal language skills with communicative activities and in-class discussions. The inclusion of this film in the curriculum represents an effective way for students to explore the three Ps of culture (products, practices and perspectives), and, through discussion and reflection, to develop a deeper understanding of the cultures and diversity which characterize Italian people. At the same time, students reflect on their own culture, draw similarities and differences while moving towards the “third place” as defined by Kramsch in 1993.

Paper presented at the "Teaching Italian Conference" - Georgetown University, Washington, D.C. November, 19th, 2013