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

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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