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

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.