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

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.