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
Aims & Scope
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 CLIL Talented language learners Vehicular language Foreign languages Immigrant students CALP Teacher education Consultation skills Early language learning Kindergarten Language planning Linguistic competence Dialogical approach Plurilingualism First language Teaching Italian as a L2 Geragogy Plurilingual writing African languages Crosslinguistic influence Literacy competence Translinguistic influence Politeness theory Syntactic transfer Teaching survey The English classroom Teachers’ cognition Language policy Language testing Rapport management Linguistic code Facilitators Language learning Museum education Refusals Educational linguistics Language skills Transfer Foreign university students Second Language Non-native teachers Street Art Tertiary education Primary school School communication practices Special educational needs Interlanguage pragmatics Online dictionaries Global citizenship Literature education Mobile apps Motivational strategies Education L2 and L3 acquisition Multilingualism Hispanic learners Plurilingual education Language teaching Asylum seekers African Union Forced migrants Economy Multimodality Language Education Teachers’ beliefs Dialogue Interviews Vocabulary Intercultural relationships Communicative effectiveness Higher education Reference skills Intercultural competence Digital resources Giftedness English as a foreign language Language input Virtual learning environment Language education Lexicon Second language acquisition Migrant learners Secondary school Higher Education Strategic Competence Dictionary use Family language policies Lexical analysis Bilingual identity Cognitive reserve Morphological transfer Teacher talk Second generation immigrants Health Learning contexts Misunderstandings Reception centres Bilingual education Inclusion Foreign language learning European language policies Perceived politeness Cooperative techniques Colonial languages Successful aging L2 motivation Linguistic landscaping Language contact Prosody Automatic assessment system Italian L2 Translanguaging Multilingual education European Union Linguistic Landscape Communicative competence Speech acts Code-switching Linguistic repertoire Iconic code Intercultural education Linguistics of football Gifted students Literary text Seasonal migration L2 learning Parental involvement Italian as a second language Language learning strategies Modified input Bilingualism Venetian ice cream makers Intercultural pedagogy Teacher training Language evaluation Complaints Language policies Illiteracy Second Language Acquisition TreeTagger Elderly FL students Pragmatic competence Internationalization Immigration Migration Language teachers Affective factors School scaping Didactic tools Learning difficulties Multilingual competence Hermeneutics Psycho-affective dimension Native teachers Politeness Multiculturalism Academic language Intercultural communication Learning strategies Teaching Italian culture as L2 Trainee teachers Corpus analysis
Permalink http://doi.org/10.30687/978-88-6969-501-8 | ISBN (PRINT) 978-88-6969-502-5 | e-ISSN 978-88-6969-501-8 | Published May 24, 2021 | Submitted Oct. 16, 2020 | Language it
