SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

crossmark logo

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

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.