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

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.