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

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.