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

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.