HEALTH LITERACY AND NARRATIVE MEDICINE IN THE TEACHING OF ITALIAN AS A SECOND LANGUAGE: PROMOTING WELLBEING TO ADDRESS MIGRATORY AND VICARIOUS TRAUMA

In the current historical context marked by globalization and migratory dynamics, the teaching of Italian as a second language constitutes a complex space in which the linguistic dimension cannot be separated from learners’ biographical and emotional experiences. Migration stories are often marked by individual and collective trauma, compounded by precarious living conditions in host countries. In addition, vicarious trauma affects teachers, mediators, and social workers who are exposed daily to narratives of suffering. The article develops a structured reflection around four main points: the profiles and educational needs of adult migrants; the centrality of affective and relational dimensions; the representations of immigrant learners in teaching materials and the pedagogical implications of vicarious trauma. Finally, it proposes strategies aimed at strengthening the resilience and wellbeing of both learners and teachers, through the integration of tools such as health literacy and narrative medicine, within an educational approach capable of combining knowledge, care and attentive listening.