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

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.