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
Aims & Scope
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 Teachers’ beliefs Intercultural pedagogy Economy Giftedness Special educational needs Foreign university students Bilingual identity Linguistic landscaping Family language policies Online dictionaries Learning difficulties Plurilingual writing Digital resources Complaints Tertiary education Language teaching Seasonal migration Modified input The English classroom Primary school Learning contexts Immigration Colonial languages Perceived politeness Language learning Museum education Forced migrants Higher Education Cooperative techniques Internationalization Teacher education Successful aging Teaching survey L2 learning Pragmatic competence Bilingual education African languages Education Illiteracy Teaching Italian as a L2 Dialogical approach Corpus analysis Language education Second Language Acquisition Transfer Misunderstandings Foreign languages Language learning strategies Iconic code Italian L2 Literature education Teacher talk Strategic Competence Morphological transfer L2 and L3 acquisition English as a foreign language Immigrant students Lexical analysis Linguistic competence Language testing Syntactic transfer Intercultural relationships Second generation immigrants Elderly FL students African Union Asylum seekers Non-native teachers Lexicon Venetian ice cream makers Cognitive reserve Automatic assessment system European language policies Educational linguistics Multilingual competence Politeness theory Language skills Inclusion Gifted students Multilingualism Native teachers Politeness Virtual learning environment Bilingualism Intercultural communication Multiculturalism Higher education Facilitators Parental involvement TreeTagger Prosody Dictionary use Foreign language learning Interviews Translanguaging Health Reference skills Linguistic repertoire CALP Vocabulary Learning strategies Communicative competence Teacher training Reception centres School communication practices School scaping Teaching Italian culture as L2 Code-switching Geragogy European Union Linguistic Landscape Literary text Didactic tools Kindergarten Hermeneutics Secondary school Migration Mobile apps Intercultural competence Second language acquisition First language Plurilingual education Communicative effectiveness Crosslinguistic influence Hispanic learners Second Language Trainee teachers L2 motivation CLIL Early language learning Language Education Language teachers Multimodality Interlanguage pragmatics Psycho-affective dimension Translinguistic influence Vehicular language Language policies Refusals Language contact Plurilingualism Teachers’ cognition Language planning Intercultural education Speech acts Language evaluation Linguistics of football Motivational strategies Consultation skills Dialogue Street Art Global citizenship Literacy competence Migrant learners Italian as a second language Language policy Talented language learners Language input Affective factors Multilingual education Rapport management Linguistic code Academic language
Permalink http://doi.org/10.30687/978-88-6969-501-8 | ISBN (PRINT) 978-88-6969-502-5 | e-ISSN 978-88-6969-501-8 | 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.
