Usare le parole per gestire situazioni di conflitto alla scuola primaria

Authors

DOI:

https://doi.org/10.21283/2376905X.10.167

Keywords:

PRAGMATICS, PROTEST, PRIMARY SCHOOL, ACTION-RESEARCH, ROLEPLAY

Abstract

This contribution presents the results of an exploratory investigation of the ways in which primary school children manage conflict situations through language. The analysis aims to highlight how 7-to-8-year-old monolingual and multilingual students deal with acts of protest in Italian in peer interactions. In addition to describing some of the pragmatic strategies employed by the children in the focal multilingual classes, the experimental observation aims to offer insights for teachers developing educational interventions tailored to this age group.

Author Biography

Stefania Ferrari, Università del Piemonte Orientale

Stefania Ferrari is an assistant professor at the Università del Piemonte Orientale, where she currently teaches Modern Language Pedagogy. She has carried out a variety of research projects in the fields of bilingualism, Italian language learning in educational contexts, active learning in linguistic education, pragmatics, and assessment. As an educator, she works with schools and municipalities in northern Italy to promote the academic success of non-Italian-speaking students. In addition to being the founder of the professional network Glottonaute, she publishes regularly in journals for educators, such as Sesamo Interculturale and La Vita Scolastica, in which she also manages sections dedicated to the teaching of Italian as a Second Language.

Published

2019-08-31

How to Cite

Ferrari, S. (2019). Usare le parole per gestire situazioni di conflitto alla scuola primaria . EuroAmerican Journal of Applied Linguistics and Languages, 6(1), 56–73. https://doi.org/10.21283/2376905X.10.167

Issue

Section

Research Articles - Regular Issue

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