The paper explores some specific functions of the Italian discourse marker mica in sequences of classroom interaction. Drawing on a larger ethnographic rese- arch documented through video recordings in two primary schools in northern Italy, this study adopts a CA informed approach to analyze a history class attended by children aged 8 to 10. Within the theoretical framework of Interactional Linguistics, the analysis focuses on mica as a linguistic resource that teachers and children aptly deploy in their everyday classroom activities. In particular, the study highlights par- ticipants’ ingenuity in using the particle to (a) co-construct complex sequences of collaborative reasoning, (b) participate effectively in the interaction at hand and (c) initiate practices of peer play within whole-class discussions. While illustrating the polyfunctionality of this particular discourse marker, the study points out the need to analyze sequences of naturally-occurring interaction in order to consider such parti- cles
“Mica disegnavano una tivù”. La polifunzionalità della particella mica nell'interazione in classe / Nicola Nasi; Rosa Pugliese. - In: STUDI ITALIANI DI LINGUISTICA TEORICA E APPLICATA. - ISSN 0390-6809. - STAMPA. - 49:3(2020), pp. 517-543.
“Mica disegnavano una tivù”. La polifunzionalità della particella mica nell'interazione in classe
Nicola Nasi;Rosa Pugliese
2020
Abstract
The paper explores some specific functions of the Italian discourse marker mica in sequences of classroom interaction. Drawing on a larger ethnographic rese- arch documented through video recordings in two primary schools in northern Italy, this study adopts a CA informed approach to analyze a history class attended by children aged 8 to 10. Within the theoretical framework of Interactional Linguistics, the analysis focuses on mica as a linguistic resource that teachers and children aptly deploy in their everyday classroom activities. In particular, the study highlights par- ticipants’ ingenuity in using the particle to (a) co-construct complex sequences of collaborative reasoning, (b) participate effectively in the interaction at hand and (c) initiate practices of peer play within whole-class discussions. While illustrating the polyfunctionality of this particular discourse marker, the study points out the need to analyze sequences of naturally-occurring interaction in order to consider such parti- clesFile | Dimensione | Formato | |
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