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

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.