SAIL Studi sull’apprendimento e l’insegnamento linguistico

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

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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