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