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