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

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.