SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Policies and Practices for Linguistic Education, Multilingualism and Intercultural Communication

crossmark logo

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

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.