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

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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