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

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.