Collana | SAIL
Volume 18 | Miscellanea | Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

open access
    a cura di
  • Sandro Caruana - L-Università ta’ Malta, Malta - email
  • Karl Chircop - L-Università ta’ Malta, Malta - email
  • Phyllisienne Gauci - L-Università ta’ Malta, Malta - email
  • Mario Pace - L-Università ta’ Malta, Malta - email

Presentazione

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

Permalink http://doi.org/10.30687/978-88-6969-501-8 | ISBN (PRINT) 978-88-6969-502-5 | e-ISSN 978-88-6969-501-8 | Pubblicato 24 Maggio 2021 | Presentato 16 Ottobre 2020 | Lingua it

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