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

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.