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