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

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.