SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

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open access
    a cura di
  • Sandro Caruana - L-Università ta’ Malta, Malta - email
  • Karl Chircop - L-Università ta’ Malta, Malta - email
  • Phyllisienne Gauci - L-Università ta’ Malta, Malta - email
  • Mario Pace - L-Università ta’ Malta, Malta - email

Abstract

Uno dei compiti fondamentali dell’educazione linguistica è valorizzare la diversità, non solamente perché ci si trova spesso dinanzi ad apprendenti di nazionalità diverse, ma anche perché vari sono i motivi per cui si apprendono le lingue oggi, sovente determinati da esigenze di integrazione sociale e di opportunità lavorative. Tramite il multilinguismo si valorizzano competenze linguistiche e si creano opportunità di comunicazione interculturale. Nel contempo le politiche linguistiche vanno valutate e rinnovate in continuazione. Questi temi vengono affrontati in questo volume grazie a contributi che si diversificano sia sul piano delle lingue oggetto di studio sia quello teorico-concettuale, pur avendo in comune l’interesse per la linguistica applicata e per l’educazione linguistica.

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

Permalink http://doi.org/10.30687/978-88-6969-501-8 | e-ISBN 978-88-6969-501-8 | ISBN (PRINT) 978-88-6969-502-5 | Pubblicato 24 Maggio 2021 | Presentato 16 Ottobre 2020 | Lingua it

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.