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

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.