Teaching and Learning Italian as a Foreign Language Challenges for Pre-University Students in Vlora Schools

This qualitative case study investigates the multifaceted challenges faced by pre-university students in Vlora, Albania, in acquiring Italian as a foreign language. Drawing on semi-structured interviews with 24 participants (18 students and 6 Italian language teachers), 12 classroom observations, and document analysis of curricular materials from two public secondary schools, the study identifies key linguistic, pedagogical, socio-cultural, and institutional barriers. Findings reveal a persistent reliance on grammar-translation methods, limited access to authentic language input, insufficient integration of digital tools, and disparities in student motivation shaped by socio-economic background. Thematic analysis of interview transcripts and observational field notes highlights a misalignment between national curriculum objectives and classroom practice, particularly in the development of communicative competence. The study situates its findings within the broader regional context of foreign language education in the Western Balkans and proposes evidence-based, context-sensitive recommendations. These include the systematic integration of Communicative Language Teaching (CLT), utilization of open-access digital platforms (e.g., RAI Play, Podcast Italiano Facile, Ed puzzle), and targeted in-service teacher training aligned with CEFR standards. The paper concludes with a call for policy-level reforms and cross-border educational partnerships to strengthen Italian language instruction in Albania.