SAIL

Studi sull’apprendimento e l’insegnamento linguistico

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

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

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.

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