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

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.