Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

研究语言学习的民族主义概念的研究人员认为，民族主义本质主义通常会影响教育者教授语言和学习者理解语言的方式。尽管许多研究关注于批评性话语分析（CDA）和跨文化教育所提供的框架如何为国家定型观念提供替代方法，但这些研究倾向于关注理论方法，教师观点或创新的教学资源。然而，迄今为止的文献并未提供有关学生对教师设计的活动的反应的案例研究，该活动旨在开辟教室，使学生获得超越本质主义表示形式的机会。本文针对此类奖学金的需求做出了回应，并提出了一个案例研究，其中涉及一个由意大利语言和文化学科的大专学生组成的焦点小组。它揭示了学生通过CDA的话语过程所进行的语言学习活动而制定和思考民族主义本质化替代方法的一些方式。调查结果表明，学生表现出技巧和态度，例如好奇心，主观性以及与更广泛的社会背景的联系。一些数据还表明，学生参与了重要的探究活动，并具有进行社交活动的潜力。它揭示了学生通过CDA的话语过程所进行的语言学习活动而制定和思考民族主义本质化替代方法的一些方式。调查结果表明，学生表现出技巧和态度，例如好奇心，主观性以及与更广泛的社会背景的联系。一些数据还表明学生参与批判性探究及其潜在的社会代理能力。它揭示了学生通过CDA的话语过程所进行的语言学习活动而制定和思考民族主义本质化替代方法的一些方式。调查结果表明，学生表现出技巧和态度，例如好奇心，主观性以及与更广泛的社会背景的联系。一些数据还表明，学生参与了重要的探究活动，并具有进行社交活动的潜力。