SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

crossmark logo

open access

Abstract

Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.

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

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 | Published May 24, 2021 | Submitted Oct. 16, 2020 | Language 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.