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

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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