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