La linguistica educativa tra ricerca e sperimentazione
Scritti in onore di Carmel Mary Coonan
open access
-
edited by
- Paolo E. Balboni - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Fabio Caon - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Marcella Menegale - Università Ca’ Foscari Venezia, Italia - email
- Graziano Serragiotto - Università Ca’ Foscari Venezia, Italia - email
Abstract
The volume collects the contributions of academics from various Italian universities who have worked with Carmel Mary Coonan throughout her career at Ca’ Foscari University. Starting from the themes that have characterised Carmel’s research interests, including Content and Language Integrated Learning (CLIL), professional development for language teachers and action research practice, the volume opens up to original methodological reflections and new lines of research in the field of educational linguistics. The relevance and variety of the studies here described confirm the lively and dynamic character of research and experimentation that shape our discipline. By questioning different language learning environments (both inside and outside language classroom), educational contexts (from kindergarten to university and beyond) and subjects (students as well as teachers), the volume highlights significant gains achieved in the field of language teaching and learning so far. At the same time, however, it makes clear the urge to further boost plurilingualism in language education, a goal that Carmel has tenaciously pursued throughout her whole career.
Keywords Case study • Action-research • Online interaction • Foreign language familiarisation • Specialised terminology • Educational linguistics • English Medium Instruction (EMI) • Educazione plurilingue • Phonology • Content-specific learning • Upper secondary school • L2/LS teaching • Minority language teaching • Needs analysis • Native-speakerism • EMI (English Medium Instruction) • MALL (Mobile-assisted language learning) • Glottogeragogic model • Profilo del docente di lingue • Language learning • Nursery school • Object-based • Language learning and teaching • CLIL teacher profile • Social mediation methodologies • Adulti immigrati • Vehicular language • Academic policy • Socio-constructivist theories • Museum • Svantaggio • Definition • Academic careers • CEFR • Language teacher professional development • Implicit/explicit teaching • CLIL • Mentors and Masters • Cooperative learning • Memory • Apprendimento • Input flood • Languages for specific purposes • University students • Norvegese • Academic Lecturing • English Lingua Franca (ELF) • Teacher training • Multimodality • Cimbrian language • FL teaching • Language teaching • Motivation • Good practice • Classroom interactions • Teacher cognition • Emotions • Argumentative skills • Italian as a Foreign language • Teachers’ training • Horizontal learning • Approcci e metodi glottodidattici • Multiliteracies • Lower secondary school • Italian as a Second language • CLIL classroom discourse • Educational Linguistics • Discourse markers (DM) • Glottotecnologie • Acquisition • Knowledge sharing • Plurilingual approaches • Collaborative Professional Development • Higher education • Intercomprehension (IC) • Insegnamento delle lingue minoritarie • Classroom-based research • Out-of-school • Plurilingualism • Academic life • Core and non-core subjects • Digital resources • Politica scolastica • Autobiography • Pandemic effects • Language education • Methodology • Lavoro
Permalink http://doi.org/10.30687/978-88-6969-683-1 | e-ISBN 978-88-6969-683-1 | ISBN (PRINT) 978-88-6969-684-8 | Number of pages 256 | Published April 28, 2023 | Submitted Jan. 9, 2023 | Language it, en
Copyright © 2023 Paolo E. Balboni, Fabio Caon, Marcella Menegale, Graziano Serragiotto. 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.