English Language Use on Italian University Language Centre Websites: Accessibility and Inclusivity in Digital Communication

English has become the lingua franca for intercultural communication globally, with its use in multilingual contexts being fluid and dynamic, shaped by diverse linguistic encounters (Baker & Ishikawa, 2021). Scholars of English as a Lingua Franca (ELF) propose the term ‘multilingua franca’ (EMF) (Jenkins, 2015; Cogo, 2018; Ishikawa, 2017) to capture how English serves as a tool for multilingual communication. This perspective highlights the adaptability and complexity of English, which cannot be viewed as one fixed entity with well‑defined borders, belonging to native speakers of the language exclusively. This study builds on these theoretical considerations and highlights the need to foster linguistic, social, and cultural development within academic communities, driven by the expansion of Lifelong Learning and Erasmus programs (Argondizzo et al., 2020). This chapter explores the role of a sample of Italian Language Centres, part of the AICLU community (Associazione Italiana Centri Linguistici Universitari), in improving the quality of linguistic services, promoting best practices, and fostering innovation in language learning and teaching. Specifically, it focuses on the analysis of how English is used on their websites to enhance inclusivity, ensure equal access to information and prevent discrimination. The research investigates to what extent a sample of Italian University Language Centres align with AICLU’s objectives in providing equal access to information for international students via their English-language websites, compared to their Italian counterparts. By analysing the textual content of their websites this work presents the results by quantitative and qualitative analyses; (1) corpus linguistic techniques are used to focus on the occurrence of terms using Sketch Engine, and (2) discourse analysis to investigate lexical content and discourse. Ultimately, this chapter aims to provide insights into the linguistic strategies of these institutions, contributing to broader discussions on accessibility and inclusivity in academic communication.