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

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.