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

Thema codes CJA • CFB • JBCC7 • JNF

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.