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