SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Inclusive Linguistic Education

Reflections, Research and Experiences

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open access
    edited by
  • Michele Daloiso - Università degli Studi di Parma, Italia - email
  • Marco Mezzadri - Università degli Studi di Parma, Italia - email

Abstract

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 The narrative creation of self • Creative writing • Evaluation • Differentiation • Plurilingual activities • CLIL • Action • Disadvantaged contexts • Story-retelling • Educational Linguistics • European Language Portfolio • Rome • Language autobiography • Visual supports • Inclusive language teaching • Language education • Learning without a written system • Pragmatic competence • Textbook design • Multilingualism • Inclusive language education • Sociolinguistics • Language • Inclusion • Teaching an unstandardized language • Neural reuse • Mirror neurons • ICT • Pasigraphy • Awareness • Soft skills • Teacher training • Italian Sign Language (LIS) • Experimental phonetics • Teacher cognition • Educational linguistics • Plurilingual task • Plurilingualism • Multilingual educational system • Intercultural learning • Bilingualism • Tertiary education • Writing • Language inclusion • Pluri/intercultural activities • Sign Languages • Interlanguage • Mobile learning • Language Teacher Cognition • Pragmatics • National project • Primary school education • Language teaching • Communication • Language Education • Sinti and Caminanti children • Interdisciplinary approach • Language learning • Modern languages • Plurilingual education • Semantics • Enneagram • Linguistic mediation • Gifted students • Diversity • Syntax • Italian L2 • Intercomprehension • Embodied simulation • Communicative competence • Phonology • Assessment • Channel • Mediation • Contemporary mobility • Migration • Learning disorders • ELT • Talent • Inclusive Education • Story-telling • Approach in teaching sign language • Special Educational Needs • Pluralistic approaches • Deafhood • Programme • Dyslexia • Child Language Brokering • Phono-articulation • Behavioural habits • Language skills assessment • Hearing learners of a signed language • Inclusiveness • Primary school

Permalink http://doi.org/10.30687/978-88-6969-477-6 | e-ISBN 978-88-6969-477-6 | Published Feb. 23, 2021 | Submitted May 27, 2020 | Language it

Copyright © 2021 Michele Daloiso, Marco Mezzadri. 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.