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

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.