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

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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