Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication
open access
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edited by
- Sandro Caruana - University of Malta - email
- Karl Chircop - University of Malta - email
- Phyllisienne Gauci - University of Malta - email
- Mario Pace - University of 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 Intercultural communication • Linguistic landscaping • Multimodality • Intercultural competence • Learning strategies • Bilingualism • Intercultural relationships • Reception centres • Internationalization • Linguistic competence • L2 motivation • Venetian ice cream makers • Code-switching • Language learning • Dictionary use • Second generation immigrants • Non-native teachers • Politeness theory • Vehicular language • Literature education • Language skills • Early language learning • The English classroom • Automatic assessment system • Literacy competence • Asylum seekers • Literary text • Linguistic Landscape • School scaping • Communicative effectiveness • L2 and L3 acquisition • Teaching Italian culture as L2 • Dialogical approach • Language learning strategies • Health • Language input • Secondary school • Translinguistic influence • Plurilingual writing • Hermeneutics • Interlanguage pragmatics • Bilingual identity • Motivational strategies • Lexical analysis • Plurilingual education • School communication practices • Consultation skills • Teacher education • Migrant learners • TreeTagger • Academic language • Talented language learners • European Union • Economy • Learning difficulties • Intercultural education • Linguistic repertoire • Gifted students • Learning contexts • Communicative competence • Geragogy • Mobile apps • Psycho-affective dimension • Tertiary education • Trainee teachers • Teacher training • Didactic tools • L2 learning • Higher Education • Misunderstandings • Inclusion • Rapport management • Teaching Italian as a L2 • Crosslinguistic influence • Language contact • Hispanic learners • Transfer • Politeness • Italian as a second language • Second Language • Intercultural pedagogy • Special educational needs • Teachers’ beliefs • Educational linguistics • Language teachers • Second language acquisition • Foreign university students • Foreign languages • Parental involvement • Seasonal migration • Facilitators • Multilingual education • Immigration • Cooperative techniques • Online dictionaries • Illiteracy • CLIL • Translanguaging • Lexicon • Multilingual competence • Affective factors • Interviews • Prosody • Elderly FL students • Language evaluation • Language policies • Digital resources • Plurilingualism • Global citizenship • Family language policies • Immigrant students • Museum education • Primary school • Reference skills • Bilingual education • Kindergarten • First language • Colonial languages • Language education • Pragmatic competence • Iconic code • English as a foreign language • African languages • Teacher talk • Street Art • Syntactic transfer • Teaching survey • Strategic Competence • Speech acts • Migration • European language policies • Foreign language learning • Multilingualism • Language testing • African Union • Higher education • Forced migrants • Modified input • Dialogue • Education • Second Language Acquisition • Multiculturalism • Morphological transfer • Perceived politeness • Cognitive reserve • Virtual learning environment • CALP • Complaints • Language policy • Language planning • Teachers’ cognition • Successful aging • Linguistic code • Italian L2 • Refusals • Language Education • Corpus analysis • Native teachers • Linguistics of football • Giftedness • Language teaching • Vocabulary
Thema codes CJA • CFB • JBCC7 • JNF
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.