Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona

According to a collaborative vision of teaching practice, the construction of school contents is based on interaction as the ideal place of learning, thanks to which the learner can negotiate his own personal contribution. Despite its importance, oral interaction in education can be difficult to cul...

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Autor principal:	Alice Fiorentino
Formato:	article
Lenguaje:	EN FR IT
Publicado:	University of Bologna 2021
Materias:	oral interaction learning skills migrant background students teachers training focus group Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/b8ae778d6b5a421e84dd27a9b18e1ecc
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id	oai:doaj.org-article:b8ae778d6b5a421e84dd27a9b18e1ecc
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spelling	oai:doaj.org-article:b8ae778d6b5a421e84dd27a9b18e1ecc2021-11-30T13:47:29ZSupporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona2420-817510.6092/issn.2420-8175/13905https://doaj.org/article/b8ae778d6b5a421e84dd27a9b18e1ecc2021-11-01T00:00:00Zhttps://educazione-interculturale.unibo.it/article/view/13905https://doaj.org/toc/2420-8175According to a collaborative vision of teaching practice, the construction of school contents is based on interaction as the ideal place of learning, thanks to which the learner can negotiate his own personal contribution. Despite its importance, oral interaction in education can be difficult to cultivate without adequate support. This type of task involves the mastery of pragmatic rules and of disciplinary language, two aspects that are as difficult as they are often overlooked. As part of a training intervention aimed at primary school teachers conducted by the research group dedicated to language teaching methodologies of the University of Verona during the school year 2020/2021, the role play linked to disciplinary contents was proposed as a tool to support the development of language skills useful for school subjects in pupils with a migrant background. Firstly, the current article analyses the teachers’ attitudes, gathered during a focus group carried out remotely once the intervention was completed and, secondly, the contribution focuses on a proposal for its practical implementation applied to the study of geography.Alice FiorentinoUniversity of Bolognaarticleoral interactionlearning skillsmigrant background studentsteachers trainingfocus groupEducationLEducation (General)L7-991ENFRITEducazione Interculturale, Vol 19, Iss 2, Pp 142-154 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR IT
topic	oral interaction learning skills migrant background students teachers training focus group Education L Education (General) L7-991
spellingShingle	oral interaction learning skills migrant background students teachers training focus group Education L Education (General) L7-991 Alice Fiorentino Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona
description	According to a collaborative vision of teaching practice, the construction of school contents is based on interaction as the ideal place of learning, thanks to which the learner can negotiate his own personal contribution. Despite its importance, oral interaction in education can be difficult to cultivate without adequate support. This type of task involves the mastery of pragmatic rules and of disciplinary language, two aspects that are as difficult as they are often overlooked. As part of a training intervention aimed at primary school teachers conducted by the research group dedicated to language teaching methodologies of the University of Verona during the school year 2020/2021, the role play linked to disciplinary contents was proposed as a tool to support the development of language skills useful for school subjects in pupils with a migrant background. Firstly, the current article analyses the teachers’ attitudes, gathered during a focus group carried out remotely once the intervention was completed and, secondly, the contribution focuses on a proposal for its practical implementation applied to the study of geography.
format	article
author	Alice Fiorentino
author_facet	Alice Fiorentino
author_sort	Alice Fiorentino
title	Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona
title_short	Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona
title_full	Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona
title_fullStr	Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona
title_full_unstemmed	Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona
title_sort	supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in verona
publisher	University of Bologna
publishDate	2021
url	https://doaj.org/article/b8ae778d6b5a421e84dd27a9b18e1ecc
work_keys_str_mv	AT alicefiorentino supportingsubjectrelatedlanguageinteractioninmultilingualclassroomsviaroleplaytheopinionofprimaryeducationteachersinverona
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Supporting subject-related language interaction in multilingual classrooms via role play: the opinion of primary education teachers in Verona

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