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