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 Bilingual identityImmigrant studentsLanguage policyDidactic toolsEconomySyntactic transferTransferIntercultural pedagogyTrainee teachersL2 and L3 acquisitionItalian as a second languageMigrationModified inputPerceived politenessItalian L2African UnionLanguage learningInclusionMultilingualismBilingual educationOnline dictionariesProsodyLearning difficultiesLanguage teachersLinguistic landscapingVocabularyCrosslinguistic influenceMultilingual competenceForeign university studentsMultilingual educationGiftednessTeachers’ cognitionVehicular languageMisunderstandingsAsylum seekersLiterary textLinguistic codeMuseum educationEuropean UnionSeasonal migrationPoliteness theorySuccessful agingAcademic languageLinguistic LandscapeStrategic CompetenceKindergartenHigher educationMultimodalityCognitive reserveLinguistics of footballCommunicative effectivenessIntercultural educationAfrican languagesLanguage skillsMulticulturalismPrimary schoolLanguage learning strategiesTeacher trainingRefusalsSecond LanguageTeachers’ beliefsIntercultural competenceEarly language learningL2 motivationLinguistic repertoireSecond generation immigrantsHispanic learnersTalented language learnersSecond Language AcquisitionHealthHigher EducationStreet ArtLearning contextsIconic codeDialogueReference skillsLearning strategiesDigital resourcesGifted studentsRapport managementLanguage policiesInterviewsMobile appsFacilitatorsSecond language acquisitionSpecial educational needsEuropean language policiesPragmatic competenceThe English classroomIntercultural communicationDialogical approachSchool communication practicesTranslinguistic influenceTeaching surveyMorphological transferPlurilingual writingLanguage contactCommunicative competenceImmigrationEnglish as a foreign languageHermeneuticsNon-native teachersGeragogyPlurilingual educationBilingualismCLILIlliteracyVirtual learning environmentAutomatic assessment systemParental involvementConsultation skillsPolitenessSecondary schoolReception centresVenetian ice cream makersLanguage evaluationInternationalizationLanguage inputTeacher educationLexical analysisForeign languagesAffective factorsColonial languagesLanguage educationLinguistic competenceFirst languageLanguage teachingComplaintsSchool scapingForced migrantsTeaching Italian culture as L2Migrant learnersGlobal citizenshipTreeTaggerEducational linguisticsSpeech actsLanguage planningLanguage EducationEducationInterlanguage pragmaticsL2 learningCode-switchingIntercultural relationshipsLiterature educationMotivational strategiesTertiary educationTranslanguagingPlurilingualismCorpus analysisTeaching Italian as a L2Elderly FL studentsLanguage testingCooperative techniquesFamily language policiesCALPLexiconNative teachersForeign language learningPsycho-affective dimensionDictionary useLiteracy competenceTeacher talk

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

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