SAIL

Studi sull’apprendimento e l’insegnamento linguistico

La linguistica educativa tra ricerca e sperimentazione

Scritti in onore di Carmel Mary Coonan

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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 Museum • Motivation • Multimodality • Nursery school • CLIL teacher profile • Glottotecnologie • Good practice • Language teacher professional development • Language learning • Acquisition • FL teaching • CLIL classroom discourse • Educazione plurilingue • Vehicular language • Action-research • Implicit/explicit teaching • Adulti immigrati • Academic policy • Input flood • Social mediation methodologies • Content-specific learning • Autobiography • Discourse markers (DM) • MALL (Mobile-assisted language learning) • Pandemic effects • Classroom interactions • Apprendimento • Horizontal learning • Academic Lecturing • Lavoro • Memory • English Lingua Franca (ELF) • Case study • Glottogeragogic model • Socio-constructivist theories • Politica scolastica • Teacher training • Teacher cognition • Mentors and Masters • Italian as a Foreign language • Argumentative skills • Intercomprehension (IC) • Methodology • Svantaggio • Collaborative Professional Development • Educational linguistics • Object-based • Knowledge sharing • Teachers’ training • Languages for specific purposes • Approcci e metodi glottodidattici • Cimbrian language • University students • Emotions • English Medium Instruction (EMI) • Phonology • Plurilingual approaches • CLIL • Digital resources • Plurilingualism • Academic life • CEFR • Italian as a Second language • Needs analysis • Core and non-core subjects • Classroom-based research • Definition • Language learning and teaching • Native-speakerism • Profilo del docente di lingue • Language education • EMI (English Medium Instruction) • Minority language teaching • L2/LS teaching • Higher education • Norvegese • Foreign language familiarisation • Lower secondary school • Educational Linguistics • Cooperative learning • Out-of-school • Online interaction • Academic careers • Upper secondary school • Multiliteracies • Insegnamento delle lingue minoritarie • Specialised terminology • Language teaching

Thema codes CJAD • JN • 1DST-IT-NVE

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.