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

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.