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

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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