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

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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