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

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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