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

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.