SAIL

Studi sull’apprendimento e l’insegnamento linguistico

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

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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