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