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