SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

crossmark logo

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

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.