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As increasingly more upper secondary schools mainstream bilingualism via an array of strategies, databases collecting students’ appraisals of their bilingual experiences become invaluable for informing practice. This paper discusses how the ADiBE Interview Protocol was adapted to efficiently collect candid appraisals from 99 students attending a high school in highly monolingual southern Italy. Students welcomed the opportunity to shape their instruction, generating a database of commentaries from which 11 thematic issues emerged: three related to improved language competence, personal growth and general satisfaction, while eight themes called for attention to methods, materials, classroom management and even scheduling. Appraisals are presented, alongside brief discussions regarding implications for teacher-training, task-diversity, task-choice and translanguaging strategies for optimizing the shared L1 in monolingual classrooms. That said, appraisals also unveiled expectations for native-speaking English-fluent Content-experts, which, in contexts such as ours, is not only unrealistic, but depreciates Content-experts who, although may not be fluent in English, know content very well. Appraisals indicate that students appreciate the opportunity for receiving bilingual instruction and are willing to put in extra work to learn ‘complex upper secondary content through a foreign language’, a challenge they feel could be rendered more manageable via more learner-centred, language-aware and inclusive pedagogies.
