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

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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