Bruno Pizzini About Me

Empowering Youth Globally: A Journey of Learning and Leadership

Bridging Cultures, Empowering Youth:
My Story

As a seasoned youth trainer and facilitator, I have been dedicated to fostering learning internationally since 2008. Through extensive experience with non-formal methods, I have honed my skills as a facilitator.

My passion for languages led me to explore the Comprehensible Input (C.I.) approach, both as a student and instructor of Italian. As the former Head of international activities at Levitazione, I spearheaded numerous projects domestically and abroad, supporting local and international groups in their endeavors.

My Story

Bridging Cultures and Embracing Identity

Born and raised in Rivoli, Italy, my journey has been shaped by diverse experiences and a rich cultural heritage. With a Secondary School Diploma in Photography and Visual Communication, my early career trajectory took an unexpected turn following a transformative youth exchange in Spain in 2001. This pivotal moment ignited my passion for language learning and cross-cultural engagement, leading to my active involvement in youth exchanges across Europe. Despite challenges, I remained steadfast in my commitment to fostering understanding and integration, both within myself and among diverse communities.

A Journey of Personal and Professional Growth

In 2012, a training course in Portugal introduced me to my partner, marking the beginning of a new chapter in Budapest, Hungary. From September 2017, my involvement in the Training for Trainers of Erasmus+ organized by SALTO-YOUTH Research Center further enriched my skills and perspective. This immersive 10-month program, comprising three seminars, proved to be one of the most enriching experiences of my life. Continuously driven by a desire for learning and growth, I remain dedicated to promoting youth development and intercultural understanding through my work.


Bruno Pizzini Trainer

Looking Ahead: Nurturing Tomorrow’s Leaders

As I continue to navigate the dynamic landscape of youth training and facilitation, my focus remains on empowering young people to realize their full potential. By fostering inclusive environments and embracing diverse perspectives, I aim to cultivate a new generation of leaders equipped with the skills and mindset to thrive in an interconnected world. Through ongoing collaboration and innovation, I am committed to making a lasting impact on the lives of youth, ensuring a brighter future for generations to come.

Empowering Development: A Trainer’s Transformative Journey

Trainer, Coach & Mentor

From September 2017 to June 2018, I participated in the renowned Training for Trainers of Erasmus+ organized by the SALTO-YOUTH Resource Center. This was one of the best experiences of my life. Although I had prior experience as a trainer, this long-term training course significantly boosted my competencies and enhanced my self-esteem and self-assessment. The program featured three amazing trainers and three outstanding seminars held in the Netherlands, Poland, and Germany.

As a trainer and facilitator, my approach is grounded in David Kolb’s experiential learning cycle, which includes:


Concrete Experience

Doing or having an experience;


Reflective Observation

Observation of and reflection on that experience;


Abstract Conceptualization

Concluding or learning from the experience;


Active Experimentation

Planning or training out what you have learned;

Furthermore, I always consider Kolb’s four learning styles:

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Getting things done, leading, taking risks, initiating, being adaptable, being practical;

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Being imaginative, understanding people, recognizing problems, brainstorming, being open-minded;

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Planning, creating models, defining problems, developing theories, being patient;

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Solving problems, making decisions, reasoning, defining problems, being logical.

Unlocking Language Learning Potential: The Power of C.I. & TPRS

Comprehensible Input (C.I.) & Teaching Proficiency
through Reading and Storytelling (T.P.R.S.)

Comprehensible Input (C.I.) refers to language input that listeners can understand, even if they don’t comprehend every word or structure within it. It’s presented at a level slightly above that of the learners, challenging them to grasp new concepts.

T.P.R. Storytelling, also known as Teaching Proficiency through Reading and Storytelling (T.P.R.S.), is a dynamic method for teaching foreign languages. T.P.R.S. lessons blend reading and storytelling to foster language acquisition within a classroom environment.
This method unfolds in three stages:


Introducing new vocabulary and structures through a mix of translation,
gestures, and personalized questioning.


Utilizing these structures in a class story told orally.


Incorporating the same structures into a classroom reading activity.

Throughout this process, instructors employ various techniques to ensure students comprehend the target language. These include limiting vocabulary, posing simple comprehension questions, conducting frequent checks for understanding, and offering concise grammar explanations, known as “pop-up grammar”. Additionally, teachers often encourage supplementary reading activities, such as voluntary reading, and may recommend easy novels tailored for language learners, authored by T.P.R.S. educators.

By implementing C.I. and T.P.R.S. methodologies, educators empower students to engage actively with language learning, fostering comprehension and fluency in an immersive classroom setting.

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