L2 as embodied ecology: language learning, care, and inclusion for migrants

Second language (L2) learning for migrants and refugees is an embodied and ecological process in which bodily, relational, and technological dimensions jointly contribute to the construction of belonging. This study presents the results of a national survey involving 168 educators engaged in L2 literacy. The findings highlight a strong preference for communicative and active methodologies, as well as the central role of digital technologies and blended learning in personalizing learning pathways and ensuring educational continuity. Key challenges concern cultural differences, emotional vulnerability, and gaps in teacher education. From an embodied perspective, L2 emerges as a relational practice that enables learners to inhabit new social spaces. The contribution proposes an integrated model grounded in pedagogical innovation, educational care, and inter-institutional collaboration.