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

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.