SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Collana | SAIL
Volume 18 | Miscellanea | Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

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

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

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.

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