Series | SAIL
Edited book | Inclusive Linguistic Education
Chapter | La competenza pragmatica come strumento inclusivo

La competenza pragmatica come strumento inclusivo

Uno studio di caso con bambini stranieri di prima e di seconda generazione

Abstract

The aim of this research is to demonstrate the benefits of home language maintenance among first and second generation migrant children by investigating whether they would perform better than their monolingual peers in their ability to narrate stories. The study was conducted in four primary schools in the Veneto region engaging 49 early elementary aged children with different cultural, educational and migration backgrounds who were asked to perform story-telling and story-retelling tasks. After a brief introduction to the study, the second paragraph tackles the notion of pragmatic competence and its relevance for bilingual education. The third paragraph presents the method of the study as well as the survey procedures, followed by a discussion of the results. The conclusion contains limitations of the study and illustrates a number of pedagogical implications. Positive outcomes of this study should raise teachers’ awareness of the linguistic benefits of bilingualism and promote the concept of pragmatic competence.


Open access

Submitted: May 27, 2020 | Published Feb. 23, 2021 | Language: it

Keywords Story-retelling • Story-telling • Migration • Pragmatic competence • Primary school education • Bilingualism

Copyright © 2021 Victoriya Trubnikova. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Permalink http://doi.org/10.30687/978-88-6969-477-6/019


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