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

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.

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