Usare le parole per gestire situazioni di conflitto alla scuola primaria

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.