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

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.