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