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for presentation at ALAA2016 conference.

This study examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing educational contexts in Sydney. Despite the fact that Italian is one of the most taught languages in Australia, very little research has been conducted in this area. The theoretical framework of this investigation combines second language (L2) learning motivation paradigms with poststructuralist perspectives, applying concepts such as integrativeness, ideal L2 self, language investment, and identity negotiation. The research was conducted on a group of adult Australians enrolled in courses of Italian at beginner, intermediate and advanced levels, using a mixed methods approach. Through the triangulation of the quantitative and qualitative data sets, the motivational factors which shape the interest of the study’s participants to learn Italian are explored in depth. The findings show that the main reasons to learn Italian are cultural, and are linked to various aspects of the reality of Italy, such as its historical heritage, artistic production, gastronomic tradition and lifestyle opportunities. The presence of a large and well-established Italian migrant community in Sydney plays a pivotal role in attracting learners to Italian culture. Encounters with Italians and Italian culture both in Italy and Australia ignite participants’ willingness to become closer to an Italian community and, to some extent, to identify with it, triggering dynamics of identity (re)construction. These findings confirm the socially and culturally situated nature of second language learning, relating learners’ motivations to sentiments of attachment and belonging and to processes of identity development.