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

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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