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

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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