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

Aims & Scope

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

Permalink http://doi.org/10.30687/978-88-6969-501-8 | ISBN (PRINT) 978-88-6969-502-5 | e-ISSN 978-88-6969-501-8 | Published May 24, 2021 | Submitted Oct. 16, 2020 | Language it

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