SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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

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.