Series | SAIL
Volume 17 | Edited book | Inclusive Linguistic Education
Inclusive Linguistic Education
Reflections, Research and Experiences
open access-
edited by
- Michele Daloiso - Università degli Studi di Parma, Italia - email
- Marco Mezzadri - Università degli Studi di Parma, Italia - email
Aims & Scope
Il volume raccoglie i contributi di numerosi studiosi di varie discipline, prevalentemente linguisti educativi, ma anche linguisti generali e neuroscienziati, che hanno accolto la proposta di riflettere su un possibile minimo comune denominatore di alcuni filoni delle proprie ricerche, riassumibile nel concetto di inclusività. Ne è nato un volume variegato ma coeso da cui si evince la volontà della Linguistica Educativa in Italia di proporre riflessioni scientifiche aggiornate ma al contempo fedeli ai paradigmi della disciplina, che vedono due degli assi portanti nella prospettiva interdisciplinare e nella ricerca di risposte alle molteplici sfide dell’educazione linguistica oggi.
Keywords CLIL Intercomprehension Intercultural learning Multilingual educational system Plurilingualism Deafhood Teaching an unstandardized language Linguistic mediation Language Pluri/intercultural activities Creative writing Sociolinguistics Learning without a written system Differentiation European Language Portfolio Language learning Semantics Language autobiography ELT Educational linguistics Modern languages Textbook design Educational Linguistics Mediation Plurilingual activities Tertiary education Primary school Story-telling Sign Languages Neural reuse Multilingualism Programme Action Plurilingual education Language teaching Awareness Language Education Syntax Inclusive language education Plurilingual task Embodied simulation Writing Learning disorders Language education Language Teacher Cognition Inclusiveness Diversity Assessment Approach in teaching sign language ICT Language inclusion Evaluation Rome Contemporary mobility Inclusion The narrative creation of self Special Educational Needs National project Interlanguage Italian L2 Language skills assessment Sinti and Caminanti children Pluralistic approaches Inclusive language teaching Child Language Brokering Communicative competence Gifted students Soft skills Italian Sign Language (LIS) Story-retelling Channel Pragmatics Hearing learners of a signed language Phono-articulation Bilingualism Behavioural habits Teacher training Dyslexia Phonology Disadvantaged contexts Communication Pragmatic competence Pasigraphy Migration Mirror neurons Primary school education Visual supports Enneagram Teacher cognition Interdisciplinary approach Mobile learning Experimental phonetics Inclusive Education Talent
Permalink http://doi.org/10.30687/978-88-6969-477-6 | e-ISSN 978-88-6969-477-6 | Published Feb. 23, 2021 | Submitted May 27, 2020 | Language it
