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