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