Series | SAIL
Volume 18 | Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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

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.

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