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

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.