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

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.