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

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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