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

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.