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

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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