SAIL

Studi sull’apprendimento e l’insegnamento linguistico

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

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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