SAIL Studi sull’apprendimento e l’insegnamento linguistico

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

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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