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