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