Abstract
In Italy, the number of people with names from ‘other languages’ is gradually increasing. The presence of these names has sometimes been considered problematic for the management of classroom interaction. A questionnaire was used to collect the opinions of teachers and students on this point. It emerges that some teachers are aware of the issue and pay attention to it, while students are mostly indifferent to how their names are pronounced, even in the case of pronunciation errors, which are generally not considered to be forms of racism.