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

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.