Linguistic Repertoires in Italian L2 classes: Implications of the Use of Pidgin Languages for Learning and Teaching

Abstract

Research on language teaching to migrant students is currently being informed by a conceptual shift from the marginal role of their native/home languages to a view of these as a valuable asset for learning the target language. This paper presents an exploratory study on Nigerian Pidgin English as used by learners and, occasionally, by the teacher, during L2 Italian classes. Adopting a conversation analysis approach to audio-recorded naturally occurring interactions, we discuss some excerpts to show how the pidgin dialogue emerging pursues immediate communicative goals and further learning objectives. This paper not only highlights the need to take into consideration students’ non-standard, as well as standard languages, but also suggests an interactional view of language – and subsequent empirical analysis – as the crucial starting point for conceiving effective approaches to teacher training.