Inside Jokes, Outside Comfort Zones: A Glimpse into CIEE Rome’s Language & Culture Program

This blog was written by Lauren Fosnight, the World Language Curriculum Editor for CIEE's High School Summer Abroad programs.

Using Music to Bring Students Together

During my visit to CIEE's High School Summer Abroad program in Rome, the instructor asked, “Shall we perform our song for our guest?”, prompting excited whispers from students. The music began and the class stood to sing the Italian song they had voted as their favorite in the previous day’s music competition—a task designed to teach novice learners how to express opinions and preferences. Though they had just learned the song, students embraced the chance to perform for their “audience” (me). As they proudly sang the chorus, giggled through fast-paced verses, and performed a dance they’d created together, I felt honored to witness the culture of collaboration and positive risk-taking they had cultivated. 

After the performance, their instructor, Bruno, shared that each year he invites students to learn their favorite song from the competition and stage a flash mob, which he films and shares with students’ families in the United States. He does so, he explained, to acknowledge families and thank them for their role in making study abroad possible for their teens. This was just one example of the community-driven, relationship-centered approach that I observed not only in Bruno’s classroom, but throughout the CIEE Rome Language and Culture program.

Instructors, staff, and program leaders at CIEE Rome have an attuned understanding of the ways students’ personal and academic growth are interrelated, particularly in a study abroad context. They know that effective intercultural communication begins with curiosity about others and openness about oneself—qualities that require admirable vulnerability from teens in an era dominated by digital communication. 

Humor as a Bridge to Learning

Instructors’ affirmation and humor played a key role in making that kind of vulnerability possible. Students weren’t praised for flawless syntax or perfect conjugations—they were celebrated for supporting their peers, asking questions, volunteering their ideas, and adding humorous, personalized touches to their projects. 

“Humor creates a space for students to be imperfect,” said Ilaria, the site’s Lead Instructor. As I observed her Level 2 class, it was clear that inside jokes (in Italian!) were a natural part of the classroom rhythm. She also leveraged her playful spirit to artfully communicate her high expectations for students and help them step outside their comfort zones. Rather than relying on English to establish meaning, she enthusiastically acted, drew, and even sang to support students’ comprehension. In doing so, she modeled a variety of communicative strategies students could use to negotiate meaning while staying in the target language—and, just as importantly, she created an environment where students felt comfortable expressing themselves and taking intellectual risks.   

Student Bonding Through Fun and Food

Intentional focus on connection-building was integral in cultural activities as well. One morning, I had the pleasure of observing a cooking class in which Language and Culture students learned to make pasta and tiramisu. At first, they kneaded their dough in quiet concentration, but soon the room filled with chatter and laughter as they shaped the dough into cavatelli. While students worked, I spoke with the chef leading the session. She shared that her favorite part of the experience was watching students bond through a hands-on project—without their phones. “You can’t use a phone with dough-covered hands!” she added with a smile. 

Making a Lasting Impact on Students

At CIEE Rome, language was not merely an object of study. It was a tool students used to learn about themselves, each other, and the world around them. Before I left, I had the opportunity to look through a notebook that a former class had given Ilaria at the end of the program—the pages were filled with notes of gratitude for the warmth, humor, and care she had shown them. Their words echoed what I had witnessed firsthand across each class that I observed—students felt supported, connected, and valued in ways that would be impressive in any classroom, let alone a program of just four weeks.   

Want to see what your students could learn in four weeks? Read more about CIEE's high school summer abroad Language & Culture programs.