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

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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