Abstract
The aim of this paper is to show how primary schools can effectively teach foreign languages, starting from the pragmatic and textual skills already acquired by the children in their native language. Following a psycholinguistic perspective for early learning of L2 and taking into account the articulated communicative activities of young children in different contexts of situation, format has been found to be one of the most useful approaches. It is therefore beneficial for exposure to a foreign language to include child-teacher interaction in such a way as to follow those same stages of language development: play as an activity governed by rules, the routine of operations shared between adult and child in day-to-day life, speech acts, performative utterances and regulatory, descriptive and narrative texts.
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