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

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

Thema codes CJA • CFB • JBCC7 • JNF

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.