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

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.