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

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.