Strumenti riflessivi per promuovere il benessere nella classe di italiano L

This article examines the role of well-being in Italian L2 education through the lens of Positive Language Education. It connects positive psychology with motivation, metacognition, and linguistic identity, showing how emotions, agency, and belonging shape language learning. Drawing on models such as PERMA, Self-Determination Theory, Complex Dynamic Systems Theory, and the L2 Motivational Self System, the article frames language learning as a cognitive, emotional, and relational process. It then presents reflective tools—language diaries, linguistic maps, future-self visualization, and class contracts—as practical ways to support learners’ autonomy, confidence, and participation. These practices help students recognize their linguistic resources, reflect on their emotions and strategies, and build a more positive and inclusive sense of self as L2 users. The article argues that language education should not be limited to linguistic competence, but should also foster personal growth, social connection, and collective well-being.