SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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

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.