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

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.