Series | SAIL
Edited book | Inclusive Linguistic Education
Chapter | Formare gli insegnanti all’inclusione

Formare gli insegnanti all’inclusione

This article is based on a case study funded on data collected from a number of teachers undergoing specific training in courses aimed at qualifying candidates to teach through CLIL methodology. This was done with a survey focused on how content area teachers’ awareness develops as regards language education issues, with particular reference to inclusive language education. The longitudinal study carried out encouraged considerations concerning both the specific case study and a wider vision of the general field of inclusive language teaching, which was the central topic of the conference held at the University of Parma in September 2019. In order to do so, the article considers some preliminary epistemological remarks on inclusive language teaching and the nature of the language for study purposes.This article is based on a case study funded on data collected from a number of teachers undergoing specific training in courses aimed at qualifying candidates to teach through CLIL methodology. This was done with a survey focused on how content area teachers’ awareness develops as regards language education issues, with particular reference to inclusive language education. The longitudinal study carried out encouraged considerations concerning both the specific case study and a wider vision of the general field of inclusive language teaching, which was the central topic of the conference held at the University of Parma in September 2019. In order to do so, the article considers some preliminary epistemological remarks on inclusive language teaching and the nature of the language for study purposes.


Open access

Submitted: May 27, 2020 | Published: Feb. 23, 2021 | Language: it

Keywords Inclusive language education CLIL Teacher training Educational Linguistics

Copyright © 2021 Marco Mezzadri, Giulia Tonelli. 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.

Permalink http://doi.org/10.30687/978-88-6969-477-6/007


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