Strategie di engagement nella didattica universitaria della lingua straniera

The article presents a case study of engagement strategies in university foreign language teaching and learning. A number of communicative (cooperation, interdependence, time management) and emotional (inquiry-project-based learning and climax) engagement tools are illustrated and their integrated effect through observer-participants is reported. The concluding reflection supports the need to create learning environments that are coherent and akin to a pedagogical paradigm that is aware of the connection between the methodologies employed and interpersonal relationships.