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

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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