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

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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