**4. Conclusions**

The chapter has taken into consideration aspects of multilingualism in relation to teaching foreign languages especially, while also taking into account aspects related to contemporary cultural values and communication styles that are culturally related. It has also presented examples of research and group experiments regarding the extent to which multilinguals use previous knowledge of foreign languages, and the extent to which it may or may not help them in acquiring a new language.

The techniques used by the teacher with students having a multilingual background should be adapted to the students' age. While intuitive comparisons with other languages with concrete examples of conversations can work for any age, explanations that are more theoretical, and dealing with notions of culture and civilizations, as well as pragmatics, are more suitable for university-level students. At the same time, the teacher should also take into consideration the background of the students, even at university level, and needs. Some university students may have a technical background, if they are studying Engineering, and only having English language seminars once a week, like students at the Technical University of Civil Engineering where the author of this chapter teaches. These students may not be interested in the theoretical aspects related to linguistics, and may instead look for a more practical teaching approach. They may be given conversational examples, with explanations related to the notions they study related to Culture and Civilization during the English seminar. The focus is especially on contemporary and everyday culture and civilization, since they should know about today's contemporary world. Aspects regarding cultural differences are most important, since they will come into contact with other cultures during university years, as well as at work.

While according to various research papers, students may or may not benefit from previous knowledge of other languages, at the level of grammar, vocabulary, and language structure, they can benefit from practical examples given as comparisons of previous known languages with the language they are currently studying. The students can use previous knowledge of other languages and cultures in such a way so as to become aware of cultural differences and to adapt to a world that values multiculturalism.

Multilingualism and multiculturalism are related, and through multilingualism students can be drawn into the topic of multiculturalism, starting from what they already know, with their experiences as language learners. Multiculturalism and multilingualism are both key aspects of the world they live in and they should know about. They also need to understand this world, and one step is to sympathize with different cultures, first of all through communication. Communication itself is dependent on cultural differences, as it can be more direct or more indirect. After all, communication remains the main purpose of learning any foreign language for any foreign language learners. Moreover, communication is regarded as one of the key aspects in today's world, under all its forms, personal, public, spoken, written, printed books or social media. It is believed that our contemporary age is the age of communication, especially due to all the possibilities of technology, that bring us all together. Multilingualism and multiculturalism invite us to cooperate, especially through efficient communication, cultural awareness and cultural empathy.

*Multilingualism and Awareness of Cultural Differences in Communication DOI: http://dx.doi.org/10.5772/intechopen.99178*
