SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale

crossmark logo

open access

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

Thema codes CJA • CFB • JBCC7 • JNF

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.