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