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

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.