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

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.