La Teacher Cognition nel comportamento correttivo interazionale. Dati da un’insegnante madrelingua inglese in una scuola primaria bilingue.

The topic of error treatment is here investigated as a reflection lens of Teacher Cognition, i.e., of the convictions, beliefs, knowledge and attitudes of teachers. The unfolding and concrete modulation of the feedback of a mother-tongue English teacher in a bilingual primary school, grappling with some of her pupils in different activities, will serve us to derive from her correction behavior some of her beliefs on the objectives and practices necessary to learning a foreign language in childhood. This type of observation, it will be argued, can be useful for the training and updating of the teachers themselves, in a perspective of ‘acquisitional’ and task-based teacher training and reflective teaching.