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

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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