Series | SAIL
Volume 18 | Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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

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.

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