Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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DC Field	Value
dc.identifier	ECF_book_470
dc.creator	Caruana Sandro
dc.creator	Chircop Karl
dc.creator	Gauci Phyllisienne
dc.creator	Pace Mario
dc.title	Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
dc.type	Edited book
dc.language.iso	it
dc.description.abstract	Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.
dc.relation.ispartof	SAIL
dc.identifier.doi	10.30687/978-88-6969-501-8
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.issued	2021-05-24
dc.dateSubmitted	2020-10-16
dc.identifier.uri	http://edizionicafoscari.unive.it/en/edizioni4/libri/978-88-6969-502-5/
dc.identifier.issn	2610-9549
dc.identifier.eissn	2610-9557
dc.identifier.isbn	978-88-6969-502-5
dc.identifier.eisbn	978-88-6969-501-8
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	no
dc.subject	Academic language
dc.subject	Academic language
dc.subject	Academic language
dc.subject	Academic language
dc.subject	Academic language
dc.subject	Affective factors
dc.subject	Affective factors
dc.subject	Affective factors
dc.subject	African languages
dc.subject	African languages
dc.subject	African languages
dc.subject	African Union
dc.subject	African Union
dc.subject	African Union
dc.subject	Asylum seekers
dc.subject	Asylum seekers
dc.subject	Asylum seekers
dc.subject	Automatic assessment system
dc.subject	Automatic assessment system
dc.subject	Automatic assessment system
dc.subject	Bilingual education
dc.subject	Bilingual education
dc.subject	Bilingual education
dc.subject	Bilingual identity
dc.subject	Bilingual identity
dc.subject	Bilingual identity
dc.subject	Bilingualism
dc.subject	Bilingualism
dc.subject	Bilingualism
dc.subject	Bilingualism
dc.subject	Bilingualism
dc.subject	CALP
dc.subject	CALP
dc.subject	CALP
dc.subject	CLIL
dc.subject	CLIL
dc.subject	CLIL
dc.subject	CLIL
dc.subject	CLIL
dc.subject	Code-switching
dc.subject	Code-switching
dc.subject	Code-switching
dc.subject	Cognitive reserve
dc.subject	Cognitive reserve
dc.subject	Cognitive reserve
dc.subject	Colonial languages
dc.subject	Colonial languages
dc.subject	Colonial languages
dc.subject	Communicative competence
dc.subject	Communicative competence
dc.subject	Communicative competence
dc.subject	Communicative effectiveness
dc.subject	Communicative effectiveness
dc.subject	Communicative effectiveness
dc.subject	Complaints
dc.subject	Complaints
dc.subject	Complaints
dc.subject	Complaints
dc.subject	Complaints
dc.subject	Consultation skills
dc.subject	Consultation skills
dc.subject	Consultation skills
dc.subject	Cooperative techniques
dc.subject	Cooperative techniques
dc.subject	Cooperative techniques
dc.subject	Corpus analysis
dc.subject	Corpus analysis
dc.subject	Corpus analysis
dc.subject	Crosslinguistic influence
dc.subject	Crosslinguistic influence
dc.subject	Crosslinguistic influence
dc.subject	Dialogical approach
dc.subject	Dialogical approach
dc.subject	Dialogical approach
dc.subject	Dialogue
dc.subject	Dialogue
dc.subject	Dialogue
dc.subject	Dictionary use
dc.subject	Dictionary use
dc.subject	Dictionary use
dc.subject	Didactic tools
dc.subject	Didactic tools
dc.subject	Didactic tools
dc.subject	Digital resources
dc.subject	Digital resources
dc.subject	Digital resources
dc.subject	Early language learning
dc.subject	Early language learning
dc.subject	Early language learning
dc.subject	Economy
dc.subject	Economy
dc.subject	Economy
dc.subject	Education
dc.subject	Education
dc.subject	Education
dc.subject	Educational linguistics
dc.subject	Educational linguistics
dc.subject	Educational linguistics
dc.subject	Elderly FL students
dc.subject	Elderly FL students
dc.subject	Elderly FL students
dc.subject	English as a foreign language
dc.subject	English as a foreign language
dc.subject	English as a foreign language
dc.subject	European language policies
dc.subject	European language policies
dc.subject	European language policies
dc.subject	European Union
dc.subject	European Union
dc.subject	European Union
dc.subject	Facilitators
dc.subject	Facilitators
dc.subject	Facilitators
dc.subject	Family language policies
dc.subject	Family language policies
dc.subject	Family language policies
dc.subject	First language
dc.subject	First language
dc.subject	First language
dc.subject	Forced migrants
dc.subject	Forced migrants
dc.subject	Forced migrants
dc.subject	Foreign language learning
dc.subject	Foreign language learning
dc.subject	Foreign language learning
dc.subject	Foreign languages
dc.subject	Foreign languages
dc.subject	Foreign languages
dc.subject	Foreign university students
dc.subject	Foreign university students
dc.subject	Foreign university students
dc.subject	Geragogy
dc.subject	Geragogy
dc.subject	Geragogy
dc.subject	Giftedness
dc.subject	Giftedness
dc.subject	Giftedness
dc.subject	Gifted students
dc.subject	Gifted students
dc.subject	Gifted students
dc.subject	Global citizenship
dc.subject	Global citizenship
dc.subject	Global citizenship
dc.subject	Health
dc.subject	Health
dc.subject	Health
dc.subject	Hermeneutics
dc.subject	Hermeneutics
dc.subject	Hermeneutics
dc.subject	Higher education
dc.subject	Higher education
dc.subject	Higher education
dc.subject	Higher Education
dc.subject	Higher Education
dc.subject	Higher Education
dc.subject	Hispanic learners
dc.subject	Hispanic learners
dc.subject	Hispanic learners
dc.subject	Iconic code
dc.subject	Iconic code
dc.subject	Iconic code
dc.subject	Illiteracy
dc.subject	Illiteracy
dc.subject	Illiteracy
dc.subject	Immigrant students
dc.subject	Immigrant students
dc.subject	Immigrant students
dc.subject	Immigration
dc.subject	Immigration
dc.subject	Immigration
dc.subject	Inclusion
dc.subject	Inclusion
dc.subject	Inclusion
dc.subject	Inclusion
dc.subject	Inclusion
dc.subject	Intercultural communication
dc.subject	Intercultural communication
dc.subject	Intercultural communication
dc.subject	Intercultural competence
dc.subject	Intercultural competence
dc.subject	Intercultural competence
dc.subject	Intercultural education
dc.subject	Intercultural education
dc.subject	Intercultural education
dc.subject	Intercultural pedagogy
dc.subject	Intercultural pedagogy
dc.subject	Intercultural pedagogy
dc.subject	Intercultural relationships
dc.subject	Intercultural relationships
dc.subject	Intercultural relationships
dc.subject	Interlanguage pragmatics
dc.subject	Interlanguage pragmatics
dc.subject	Interlanguage pragmatics
dc.subject	Internationalization
dc.subject	Internationalization
dc.subject	Internationalization
dc.subject	Interviews
dc.subject	Interviews
dc.subject	Interviews
dc.subject	Italian as a second language
dc.subject	Italian as a second language
dc.subject	Italian as a second language
dc.subject	Italian L2
dc.subject	Italian L2
dc.subject	Italian L2
dc.subject	Italian L2
dc.subject	Italian L2
dc.subject	Kindergarten
dc.subject	Kindergarten
dc.subject	Kindergarten
dc.subject	L2 and L3 acquisition
dc.subject	L2 and L3 acquisition
dc.subject	L2 and L3 acquisition
dc.subject	L2 learning
dc.subject	L2 learning
dc.subject	L2 learning
dc.subject	L2 motivation
dc.subject	L2 motivation
dc.subject	L2 motivation
dc.subject	Language contact
dc.subject	Language contact
dc.subject	Language contact
dc.subject	Language contact
dc.subject	Language contact
dc.subject	Language education
dc.subject	Language education
dc.subject	Language education
dc.subject	Language education
dc.subject	Language education
dc.subject	Language Education
dc.subject	Language Education
dc.subject	Language Education
dc.subject	Language evaluation
dc.subject	Language evaluation
dc.subject	Language evaluation
dc.subject	Language input
dc.subject	Language input
dc.subject	Language input
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning
dc.subject	Language learning strategies
dc.subject	Language learning strategies
dc.subject	Language learning strategies
dc.subject	Language planning
dc.subject	Language planning
dc.subject	Language planning
dc.subject	Language policies
dc.subject	Language policies
dc.subject	Language policies
dc.subject	Language policies
dc.subject	Language policies
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language policy
dc.subject	Language skills
dc.subject	Language skills
dc.subject	Language skills
dc.subject	Language teachers
dc.subject	Language teachers
dc.subject	Language teachers
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language teaching
dc.subject	Language testing
dc.subject	Language testing
dc.subject	Language testing
dc.subject	Learning contexts
dc.subject	Learning contexts
dc.subject	Learning contexts
dc.subject	Learning difficulties
dc.subject	Learning difficulties
dc.subject	Learning difficulties
dc.subject	Learning strategies
dc.subject	Learning strategies
dc.subject	Learning strategies
dc.subject	Lexical analysis
dc.subject	Lexical analysis
dc.subject	Lexical analysis
dc.subject	Lexicon
dc.subject	Lexicon
dc.subject	Lexicon
dc.subject	Linguistic code
dc.subject	Linguistic code
dc.subject	Linguistic code
dc.subject	Linguistic competence
dc.subject	Linguistic competence
dc.subject	Linguistic competence
dc.subject	Linguistic Landscape
dc.subject	Linguistic Landscape
dc.subject	Linguistic Landscape
dc.subject	Linguistic Landscape
dc.subject	Linguistic Landscape
dc.subject	Linguistic landscaping
dc.subject	Linguistic landscaping
dc.subject	Linguistic landscaping
dc.subject	Linguistic repertoire
dc.subject	Linguistic repertoire
dc.subject	Linguistic repertoire
dc.subject	Linguistics of football
dc.subject	Linguistics of football
dc.subject	Linguistics of football
dc.subject	Literacy competence
dc.subject	Literacy competence
dc.subject	Literacy competence
dc.subject	Literary text
dc.subject	Literary text
dc.subject	Literary text
dc.subject	Literature education
dc.subject	Literature education
dc.subject	Literature education
dc.subject	Migrant learners
dc.subject	Migrant learners
dc.subject	Migrant learners
dc.subject	Migration
dc.subject	Migration
dc.subject	Migration
dc.subject	Migration
dc.subject	Migration
dc.subject	Misunderstandings
dc.subject	Misunderstandings
dc.subject	Misunderstandings
dc.subject	Mobile apps
dc.subject	Mobile apps
dc.subject	Mobile apps
dc.subject	Modified input
dc.subject	Modified input
dc.subject	Modified input
dc.subject	Morphological transfer
dc.subject	Morphological transfer
dc.subject	Morphological transfer
dc.subject	Motivational strategies
dc.subject	Motivational strategies
dc.subject	Motivational strategies
dc.subject	Multiculturalism
dc.subject	Multiculturalism
dc.subject	Multiculturalism
dc.subject	Multilingual competence
dc.subject	Multilingual competence
dc.subject	Multilingual competence
dc.subject	Multilingual education
dc.subject	Multilingual education
dc.subject	Multilingual education
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multilingualism
dc.subject	Multimodality
dc.subject	Multimodality
dc.subject	Multimodality
dc.subject	Museum education
dc.subject	Museum education
dc.subject	Museum education
dc.subject	Native teachers
dc.subject	Native teachers
dc.subject	Native teachers
dc.subject	Non-native teachers
dc.subject	Non-native teachers
dc.subject	Non-native teachers
dc.subject	Online dictionaries
dc.subject	Online dictionaries
dc.subject	Online dictionaries
dc.subject	Parental involvement
dc.subject	Parental involvement
dc.subject	Parental involvement
dc.subject	Perceived politeness
dc.subject	Perceived politeness
dc.subject	Perceived politeness
dc.subject	Plurilingual education
dc.subject	Plurilingual education
dc.subject	Plurilingual education
dc.subject	Plurilingual education
dc.subject	Plurilingual education
dc.subject	Plurilingualism
dc.subject	Plurilingualism
dc.subject	Plurilingualism
dc.subject	Plurilingualism
dc.subject	Plurilingualism
dc.subject	Plurilingual writing
dc.subject	Plurilingual writing
dc.subject	Plurilingual writing
dc.subject	Politeness
dc.subject	Politeness
dc.subject	Politeness
dc.subject	Politeness theory
dc.subject	Politeness theory
dc.subject	Politeness theory
dc.subject	Pragmatic competence
dc.subject	Pragmatic competence
dc.subject	Pragmatic competence
dc.subject	Primary school
dc.subject	Primary school
dc.subject	Primary school
dc.subject	Prosody
dc.subject	Prosody
dc.subject	Prosody
dc.subject	Psycho-affective dimension
dc.subject	Psycho-affective dimension
dc.subject	Psycho-affective dimension
dc.subject	Rapport management
dc.subject	Rapport management
dc.subject	Rapport management
dc.subject	Reception centres
dc.subject	Reception centres
dc.subject	Reception centres
dc.subject	Reference skills
dc.subject	Reference skills
dc.subject	Reference skills
dc.subject	Refusals
dc.subject	Refusals
dc.subject	Refusals
dc.subject	School communication practices
dc.subject	School communication practices
dc.subject	School communication practices
dc.subject	School scaping
dc.subject	School scaping
dc.subject	School scaping
dc.subject	Seasonal migration
dc.subject	Seasonal migration
dc.subject	Seasonal migration
dc.subject	Secondary school
dc.subject	Secondary school
dc.subject	Secondary school
dc.subject	Second generation immigrants
dc.subject	Second generation immigrants
dc.subject	Second generation immigrants
dc.subject	Second Language
dc.subject	Second Language
dc.subject	Second Language
dc.subject	Second language acquisition
dc.subject	Second language acquisition
dc.subject	Second language acquisition
dc.subject	Second language acquisition
dc.subject	Second language acquisition
dc.subject	Second Language Acquisition
dc.subject	Second Language Acquisition
dc.subject	Second Language Acquisition
dc.subject	Special educational needs
dc.subject	Special educational needs
dc.subject	Special educational needs
dc.subject	Speech acts
dc.subject	Speech acts
dc.subject	Speech acts
dc.subject	Strategic Competence
dc.subject	Strategic Competence
dc.subject	Strategic Competence
dc.subject	Street Art
dc.subject	Street Art
dc.subject	Street Art
dc.subject	Successful aging
dc.subject	Successful aging
dc.subject	Successful aging
dc.subject	Syntactic transfer
dc.subject	Syntactic transfer
dc.subject	Syntactic transfer
dc.subject	Talented language learners
dc.subject	Talented language learners
dc.subject	Talented language learners
dc.subject	Teacher education
dc.subject	Teacher education
dc.subject	Teacher education
dc.subject	Teachers’ beliefs
dc.subject	Teachers’ beliefs
dc.subject	Teachers’ beliefs
dc.subject	Teachers’ cognition
dc.subject	Teachers’ cognition
dc.subject	Teachers’ cognition
dc.subject	Teacher talk
dc.subject	Teacher talk
dc.subject	Teacher talk
dc.subject	Teacher training
dc.subject	Teacher training
dc.subject	Teacher training
dc.subject	Teacher training
dc.subject	Teacher training
dc.subject	Teaching Italian as a L2
dc.subject	Teaching Italian as a L2
dc.subject	Teaching Italian as a L2
dc.subject	Teaching Italian culture as L2
dc.subject	Teaching Italian culture as L2
dc.subject	Teaching Italian culture as L2
dc.subject	Teaching survey
dc.subject	Teaching survey
dc.subject	Teaching survey
dc.subject	Tertiary education
dc.subject	Tertiary education
dc.subject	Tertiary education
dc.subject	The English classroom
dc.subject	The English classroom
dc.subject	The English classroom
dc.subject	Trainee teachers
dc.subject	Trainee teachers
dc.subject	Trainee teachers
dc.subject	Transfer
dc.subject	Transfer
dc.subject	Transfer
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translanguaging
dc.subject	Translinguistic influence
dc.subject	Translinguistic influence
dc.subject	Translinguistic influence
dc.subject	TreeTagger
dc.subject	TreeTagger
dc.subject	TreeTagger
dc.subject	Vehicular language
dc.subject	Vehicular language
dc.subject	Vehicular language
dc.subject	Venetian ice cream makers
dc.subject	Venetian ice cream makers
dc.subject	Venetian ice cream makers
dc.subject	Virtual learning environment
dc.subject	Virtual learning environment
dc.subject	Virtual learning environment
dc.subject	Vocabulary
dc.subject	Vocabulary
dc.subject	Vocabulary

Edited book
open access

edited by

Sandro Caruana L-Università ta’ Malta, Malta

Karl Chircop L-Università ta’ Malta, Malta

Phyllisienne Gauci L-Università ta’ Malta, Malta

Mario Pace L-Università ta’ Malta, Malta

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abstract

Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.

Published

May 24, 2021

Submitted

Oct. 16, 2020

Language

ISBN (PRINT)

978-88-6969-502-5

ISBN (EBOOK)

978-88-6969-501-8

Keywords

Giftedness • Dialogical approach • Motivational strategies • Italian L2 • Colonial languages • Linguistic Landscape • Second Language • Vocabulary • Literary text • Modified input • Plurilingual education • Language input • Academic language • Translanguaging • Teaching survey • Multilingual competence • Affective factors • Museum education • Inclusion • Venetian ice cream makers • Learning contexts • Bilingualism • Family language policies • Hispanic learners • Learning difficulties • Internationalization • Linguistic code • Reception centres • Hermeneutics • Foreign languages • Language testing • Language Education • Multiculturalism • Tertiary education • Online dictionaries • Iconic code • Educational linguistics • Linguistic landscaping • Kindergarten • Language teaching • Bilingual identity • Illiteracy • Interviews • Higher education • Successful aging • Vehicular language • Facilitators • Misunderstandings • Migrant learners • Language teachers • Crosslinguistic influence • African Union • L2 and L3 acquisition • Morphological transfer • Syntactic transfer • Intercultural relationships • European Union • Linguistic repertoire • Parental involvement • Immigrant students • Street Art • Teacher talk • Prosody • CALP • Language skills • Elderly FL students • Refusals • Native teachers • Teachers’ beliefs • Corpus analysis • Early language learning • Higher Education • Italian as a second language • Digital resources • L2 motivation • Teacher training • Primary school • Global citizenship • Plurilingualism • Speech acts • Health • Linguistic competence • School communication practices • Teachers’ cognition • Second language acquisition • Language policy • Gifted students • Reference skills • Rapport management • Cooperative techniques • Asylum seekers • Multilingualism • Politeness theory • Lexical analysis • Transfer • Multilingual education • Dictionary use • Linguistics of football • Language education • TreeTagger • Intercultural education • Consultation skills • Intercultural communication • Mobile apps • Forced migrants • Lexicon • African languages • Immigration • L2 learning • Trainee teachers • Second Language Acquisition • Talented language learners • Strategic Competence • Code-switching • Secondary school • Plurilingual writing • Geragogy • English as a foreign language • Language policies • Teacher education • Foreign university students • Automatic assessment system • Interlanguage pragmatics • Cognitive reserve • CLIL • Intercultural pedagogy • Literature education • Perceived politeness • Communicative effectiveness • Psycho-affective dimension • Seasonal migration • Complaints • Teaching Italian culture as L2 • Economy • First language • Didactic tools • Language learning • Language learning strategies • Migration • The English classroom • Intercultural competence • Language contact • Pragmatic competence • Communicative competence • Learning strategies • Virtual learning environment • European language policies • Multimodality • Non-native teachers • Language evaluation • Teaching Italian as a L2 • Dialogue • Translinguistic influence • Bilingual education • Foreign language learning • Education • Literacy competence • School scaping • Second generation immigrants • Special educational needs • Politeness • Language planning

permalink http://doi.org/10.30687/978-88-6969-501-8

Copyright: © 2021 Sandro Caruana, Karl Chircop, Phyllisienne Gauci, Mario Pace. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Presentazione

Sandro Caruana Karl Chircop Phyllisienne Gauci Mario Pace

May 24, 2021

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La lingua letteraria di non nativi in un itinerario didattico multimodale

Cosa resta della formazione nella pratica di insegnamento?

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Finalizzare le occasioni

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‘Migrare’ la classe: i musei come spazi innovativi di apprendimento linguistico e interculturale

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L’italiano con i graffiti

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Verso un modello glottogeragogico

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Un percorso di accostamento precoce al bilinguismo in ambito formativo

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Strategie di studenti universitari nell’apprendimento delle lingue

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Competenze linguistiche e competenze plurilingui

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Politiche linguistiche: riflessioni e critiche

Le politiche linguistiche europee e l’educazione plurilingue

Un caso nella realtà scolastica

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I progetti SPRAR attraverso la lente del Linguistic Landscape

Uno studio di casi

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Le parole delle politiche linguistiche dell’Unione Europea

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Quale scelta per una politica linguistica universitaria multilingue?

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Le politiche linguistiche nell’Unione africana

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References to this chapter

How to cite

Table of contents

Migrazione e politica linguistica: mantenere le lingue d’origine, imparare altre lingue

La comunicazione interculturale in contesti sociali diversi

Il contatto linguistico in ambiti didattici

Pratiche didattiche e innovazioni

Politiche linguistiche: riflessioni e critiche