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

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.