SAIL

Studi sull’apprendimento e l’insegnamento linguistico

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

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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