SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

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