Series | SAIL
Volume 18 | Edited book | Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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

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.

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