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