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

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.