Abstract
ABSTRACT This mixed-method study explores the motivational mindsets towards the learning of LOTEs of two groups of Italian preadolescents (aged 10–14) after Romance Intercomprehension (RIC) training in a school context. Reference is made to the notions of self-efficacy, the extrinsic/intrinsic spectrum and the emergence of a desired plurilingual identity. Data—collected through a close-ended questionnaire item (with control groups of untrained peers), and semi-structured post-training interviews—are discussed following a descriptive interpretive paradigm with an ethnographic approach. Findings allow to characterise participants’ post-training motivation towards the learning of LOTEs as more intrinsic and self-regulated than that of control groups, and indicate awareness of increased self-efficacy and the emergence of an embryonic ideal plurilingual identity. Further research is needed to substantiate these findings with more generalisable data. However, findings suggest that RIC training positively affects motivation to learn LOTEs, and its curricular implementation holds potential for fostering openness in a multilingual and multicultural society.
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