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

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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