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This article explores the concept of immaginaire linguistique (IL), introduced in the 1970s by Anne-Marie Houdebine, to examine the acceptability judgments of counterfactual conditionals in Italian. Although largely overlooked in Italian sociolinguistics, this concept reflects the social perception of a language within a community and its impact on linguistic norms. The study combines the IL model with previous research on conditionals and the issue of standardization and normativity in historical Italian. Data were collected through an online questionnaire targeting native speakers and Italian teachers. The results reveal significant variability in the acceptance of hypothetical periods as standard, despite their historical attestation in Italian. Analyzed forms include the double imperfect indicative and combinations with the imperfect and pluperfect in the apodosis or protasis. The primary aim is to highlight how codified grammatical models fail to provide precise references for contemporary Italian speakers. The findings suggest that despite a tendency toward linguistic purism, there is a growing openness to grammatical variations. This study emphasizes the need for further research to understand how and why some linguistic norms are not integrated into the IL, demonstrating the persistence of a dichotomous right-wrong view among educators. This conservative approach contributes to the preservation of traditional norms and resistance to non-standard variants.

The Swedish educational system is characterized by a well-structured framework with a strong focus on inclusivity and student-centered learning. Over the course of the 20th and 21st centuries, reforms have progressively adapted the system to meet social and economic demands, emphasizing both academic and vocational preparation. Democracy, sustainability, and digital innovation are key elements integrated into all educational levels. However, recent challenges, such as the privatization of schools (friskolor) and the digitization of education, have raised concerns about potential inequalities and their impact on educational quality. Despite its strengths, the system faces issues related to increasing social disparities and standardized assessments.

The dictionaries of Piedmontese language published in the first half of XIXth century show that the word miraco ‘miracle’ [mi'raku] (< lat MIRACULUM) is not only grammaticalized as a marker of unexpectedness, but develops the epistemic meaning of ‘maybe’, ‘probably’. This phenomenon is apparently a unicum among the romance languages, and it shows a communality with typologically distant languages which express the so-called category of mirativity. Starting from the analysis of the attestations in the literary texts of XVIIIth and XIXth century (mostly theatrical comedies written in vernacular), this paper seeks to explore how the semantic development of this peculiar marker with a transparent etymology can be included in the typological debate on the category of mirativity and its links with evidentiality and epistemic modality.