La formazione fonetico-fonologica fra centralità e prospettiva interculturale

The article examines the teaching of English pronunciation in Italian primary schools. After considering the reasons that may lead teachers to overlook this aspect in language instruction, it foregrounds the central role of the phonetic-phonological dimension for primary school children, who still show a distinctive sensitivity in this area. Hence, the importance of teacher training that provides solid phonetic-phonological knowledge and skills, which are essential for effective teaching practices suited to English language instruction in primary schools, increasingly characterized by linguistic and cultural diversity among the student population.