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

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.