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

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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