Collana | SAIL
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 Modified inputCode-switchingPlurilingual writingDidactic toolsTeachers’ cognitionBilingual educationCorpus analysisMigrant learnersGlobal citizenshipSuccessful agingTranslanguagingLanguage skillsTeacher educationCognitive reserveHispanic learnersMulticulturalismForeign university studentsCrosslinguistic influenceKindergartenMultilingual educationAfrican UnionLanguage EducationHealthAcademic languageHermeneuticsSecond generation immigrantsSecond LanguageLanguage learning strategiesIntercultural relationshipsLexiconMorphological transferParental involvementTeaching Italian culture as L2Linguistics of footballForeign language learningForced migrantsReference skillsPlurilingual educationSeasonal migrationInterviewsHigher EducationIntercultural communicationNative teachersTalented language learnersEconomyCooperative techniquesTransferPerceived politenessMultilingualismIconic codeLexical analysisLanguage teachersConsultation skillsLinguistic codeAsylum seekersFamily language policiesCLILItalian L2PlurilingualismInclusionVehicular languageLiterary textEuropean language policiesIntercultural educationLanguage educationL2 and L3 acquisitionTertiary educationForeign languagesLearning difficultiesReception centresHigher educationSyntactic transferProsodyLinguistic LandscapeLanguage inputLanguage policyIntercultural pedagogyInternationalizationOnline dictionariesIntercultural competenceRefusalsCommunicative competenceLearning strategiesFacilitatorsLanguage learningLanguage planningL2 learningTreeTaggerEarly language learningStreet ArtRapport managementDialogical approachTranslinguistic influenceFirst languageSecondary schoolImmigrationPolitenessStrategic CompetenceSchool scapingLanguage contactVocabularyLinguistic landscapingMultimodalityBilingual identityTeacher talkCALPElderly FL studentsLanguage policiesNon-native teachersPoliteness theoryEnglish as a foreign languageGeragogyInterlanguage pragmaticsSecond Language AcquisitionItalian as a second languageLanguage teachingTeacher trainingSpecial educational needsAffective factorsDigital resourcesTeaching Italian as a L2MigrationLinguistic repertoireTeaching surveyColonial languagesLanguage evaluationMotivational strategiesVenetian ice cream makersVirtual learning environmentEducationGiftednessSchool communication practicesEuropean UnionSpeech actsIlliteracyMobile appsLanguage testingAutomatic assessment systemL2 motivationMuseum educationCommunicative effectivenessDictionary useGifted studentsDialogueLiterature educationLearning contextsPrimary schoolImmigrant studentsPsycho-affective dimensionTeachers’ beliefsMultilingual competenceLiteracy competenceMisunderstandingsBilingualismLinguistic competenceTrainee teachersEducational linguisticsSecond language acquisitionPragmatic competenceAfrican languagesComplaintsThe English classroom

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

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