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

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.