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

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.