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

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.