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

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.