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

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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