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

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.