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

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.