Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
open access
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edited by
- Sandro Caruana - University of Malta - email
- Karl Chircop - University of Malta - email
- Phyllisienne Gauci - University of Malta - email
- Mario Pace - University of 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 planning • Language Education • Virtual learning environment • Online dictionaries • Intercultural relationships • TreeTagger • Intercultural pedagogy • School communication practices • Code-switching • Tertiary education • Italian L2 • Hispanic learners • Linguistic code • Plurilingual writing • Transfer • Street Art • Kindergarten • Corpus analysis • Geragogy • Iconic code • African languages • Special educational needs • Affective factors • First language • Education • Migration • Misunderstandings • Global citizenship • Lexical analysis • Teachers’ cognition • Teaching survey • Second Language • Early language learning • Language policy • Morphological transfer • Teacher talk • Vocabulary • Refusals • Language contact • Asylum seekers • Interviews • Teacher education • Linguistics of football • School scaping • Vehicular language • Immigration • Reference skills • Politeness theory • Pragmatic competence • Complaints • Rapport management • Immigrant students • Multilingual competence • Multilingualism • Giftedness • Politeness • European Union • Lexicon • Reception centres • Language policies • Native teachers • Teachers’ beliefs • Motivational strategies • Primary school • Foreign language learning • Language learning strategies • Strategic Competence • Parental involvement • African Union • Teaching Italian as a L2 • Academic language • Second language acquisition • Language teachers • Second generation immigrants • L2 and L3 acquisition • Learning strategies • Museum education • Communicative effectiveness • Intercultural education • Interlanguage pragmatics • Literature education • L2 motivation • Family language policies • Bilingualism • Language evaluation • Bilingual identity • Colonial languages • Language testing • English as a foreign language • Intercultural competence • Learning difficulties • Crosslinguistic influence • Educational linguistics • Linguistic landscaping • Mobile apps • Cooperative techniques • Dictionary use • Linguistic competence • Linguistic repertoire • Plurilingual education • Literacy competence • Translanguaging • Language education • Didactic tools • Illiteracy • Multimodality • Non-native teachers • Digital resources • Foreign languages • Gifted students • Consultation skills • European language policies • Language teaching • Cognitive reserve • Economy • Learning contexts • Linguistic Landscape • Language input • Teaching Italian culture as L2 • Facilitators • Italian as a second language • Migrant learners • Multiculturalism • Translinguistic influence • Speech acts • Seasonal migration • Bilingual education • Higher education • Higher Education • Teacher training • Foreign university students • Intercultural communication • Automatic assessment system • Modified input • Dialogical approach • Syntactic transfer • Language learning • Secondary school • Literary text • Trainee teachers • Venetian ice cream makers • CALP • Prosody • Health • Successful aging • CLIL • The English classroom • Perceived politeness • Communicative competence • Language skills • Multilingual education • Internationalization • Second Language Acquisition • Elderly FL students • L2 learning • Dialogue • Hermeneutics • Plurilingualism • Psycho-affective dimension • Forced migrants • Talented language learners • Inclusion
Thema codes CJA • CFB • JBCC7 • JNF
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.