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

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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