SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

crossmark logo

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

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.