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

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

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.

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