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

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.