SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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

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.