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

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.