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

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.