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

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.