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

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.