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

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.