SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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open access
    edited by
  • Sandro Caruana - L-Università ta’ Malta, Malta - email
  • Karl Chircop - L-Università ta’ Malta, Malta - email
  • Phyllisienne Gauci - L-Università ta’ Malta, Malta - email
  • Mario Pace - L-Università ta’ Malta, Malta - email

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

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.