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 Corpus analysis • Language Education • Prosody • Learning difficulties • Migration • Automatic assessment system • L2 motivation • Multilingual competence • Refusals • Italian as a second language • Language skills • Crosslinguistic influence • Strategic Competence • Gifted students • Immigrant students • Cognitive reserve • Language education • Mobile apps • First language • CALP • Linguistic competence • Language learning strategies • TreeTagger • Modified input • Forced migrants • Economy • Immigration • African Union • Transfer • Digital resources • Politeness • Virtual learning environment • Lexical analysis • Global citizenship • Museum education • Vocabulary • Plurilingual education • Internationalization • Teaching survey • School scaping • Bilingual identity • Hispanic learners • Multimodality • Communicative effectiveness • Secondary school • Colonial languages • Teacher talk • Foreign languages • Lexicon • Bilingual education • Venetian ice cream makers • Illiteracy • Translanguaging • European Union • Family language policies • Language policy • Language teachers • Street Art • L2 learning • Code-switching • Linguistic Landscape • Reception centres • Iconic code • The English classroom • Online dictionaries • Talented language learners • Multilingualism • Language evaluation • Education • CLIL • Migrant learners • Native teachers • Communicative competence • Teacher training • Learning strategies • Vehicular language • Language teaching • Bilingualism • Learning contexts • Morphological transfer • Giftedness • Second generation immigrants • Complaints • Foreign university students • Affective factors • African languages • Second language acquisition • Didactic tools • Literature education • Tertiary education • Language learning • Teaching Italian as a L2 • Higher education • Linguistic landscaping • Politeness theory • Seasonal migration • Primary school • Trainee teachers • Cooperative techniques • Elderly FL students • European language policies • Facilitators • Intercultural communication • Plurilingual writing • Special educational needs • Literacy competence • Translinguistic influence • Language testing • Multilingual education • School communication practices • Higher Education • Literary text • Linguistic repertoire • Multiculturalism • Italian L2 • Intercultural relationships • Linguistics of football • Non-native teachers • L2 and L3 acquisition • Asylum seekers • Dialogical approach • Dictionary use • Interlanguage pragmatics • Second Language Acquisition • Kindergarten • Hermeneutics • Misunderstandings • Teaching Italian culture as L2 • Parental involvement • Teachers’ cognition • Dialogue • Pragmatic competence • Successful aging • Academic language • Second Language • English as a foreign language • Foreign language learning • Plurilingualism • Perceived politeness • Intercultural competence • Language input • Intercultural pedagogy • Teacher education • Educational linguistics • Motivational strategies • Intercultural education • Speech acts • Interviews • Rapport management • Geragogy • Inclusion • Language policies • Language contact • Psycho-affective dimension • Reference skills • Linguistic code • Syntactic transfer • Consultation skills • Early language learning • Teachers’ beliefs • Language planning • Health
Permalink http://doi.org/10.30687/978-88-6969-501-8 | ISBN (PRINT) 978-88-6969-502-5 | e-ISBN 978-88-6969-501-8 | 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.
