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

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.