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

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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