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

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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