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Per un sillabo linguistico inclusivo

Come superare il Deficit comunicativo extra- e paralinguistico

Matteo Santipolo    Università degli Studi di Padova, Italia    



This contribution deals with the necessity to include in the teaching syllabus aspects which are still generally little present or not present at all. The reference is to sociolinguistic and pragmatic norms (which in a broader interpretation may fall under the categories of extra- and paralinguistic competence) and behaviours, which most language teachers are hardly aware of or for which they have no proper teaching preparation. After an introduction that illustrates the negative communicative consequences of such a lack, and after analysing the main factors that lie at the onset of the so-called Extra- and Paralinguistic Communicative Deficit, that relates to the Sociocultural Distance between the learner’s L1 and the target language, a theoretical and methodological model is suggested on how to include such historically missing aspects.

keywords: Educational Linguistics. Sociolinguistics. Pragmatics. Inclusive language teaching.

Language: it

Submitted: May 27, 2020   Published: Feb. 23, 2021  
permalink: http://doi.org/10.30687/978-88-6969-477-6/006

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