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

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.