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

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.