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

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.