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

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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