L2 Journal, Volume 4 (2012), pp. 142-170 Bridging Language and History in an Advanced Italian Classroom: Perspectives on Medieval Florentine Narratives within their Context MARCO PRINA University of California, Berkeley 142-170 E-mail:
[email protected] Among the challenges faced by L2 instructors is the inclusion of historical memories. Although they are foundational to a culture’s identity, sometimes they are so far removed from students’ present reality that they have no familiarity with them. Meeting this challenge requires the development of activities that contextualize these narratives while bridging the past and the present by engaging with learners’ own values and experiences. This article presents a model didactic unit drawn from a particular aspect of the Italian culture, namely, the medieval Florentine narratives. At the same time, the strategies and tools that are proposed can be implemented to explore virtually any historical memories in other L2 courses. _______________ INTRODUCTION One of the major challenges in fostering a cross-fertilized continuity between language and culture in the L2 classroom is the integration of cultural narratives (see, e.g., Kramsch, 1993; MLA 2007; Byrnes, 2010). However, L2 scholarship has been virtually silent regarding the specific issue of the inclusion of narrative cultural memories. Although these memories have been recognized as foundational in activating the collective remembering process (Wertsch, 2002), they reside so far in the past that language learners and even some native speakers may have difficulty relating to them. Indeed, even in an academic context, these cultural memories tend to be presented as self-contained artifacts rather than as valuable experiences for the learners.