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

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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