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

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.