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

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.