dc.identifier
|
ECF_issue_139
|
dc.title
|
Vol. 9 | Issue 2 | July 2020
|
dc.publisher
|
Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
|
dc.type
|
Monographic journal issue
|
dc.language.iso
|
IT
|
dc.identifier.uri
|
http://edizionicafoscari.it/en/edizioni4/riviste/elle/2020/2/
|
dc.relation.ispartof
|
EL.LE
|
dc.issued
|
2020-09-30
|
dc.identifier.issn
|
|
dc.identifier.eissn
|
2280-6792
|
dc.rights
|
Creative Commons Attribution 4.0 International Public License
|
dc.rights.uri
|
http://creativecommons.org/licenses/by/4.0/
|
dc.identifier.doi
|
10.30687/ELLE/2280-6792/2020/02
|
dc.peer-review
|
yes
|
dc.subject
|
Blissymbols
|
dc.subject
|
Blissymbols
|
dc.subject
|
CLIL
|
dc.subject
|
CLIL
|
dc.subject
|
Contexts
|
dc.subject
|
Contexts
|
dc.subject
|
Disavantadge
|
dc.subject
|
Disavantadge
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Educational Linguistics
|
dc.subject
|
Essential Enneagram Survey
|
dc.subject
|
Essential Enneagram Survey
|
dc.subject
|
Foreign Languages
|
dc.subject
|
Foreign Languages
|
dc.subject
|
Gypsy pupil
|
dc.subject
|
Gypsy pupil
|
dc.subject
|
Higher Education
|
dc.subject
|
Higher Education
|
dc.subject
|
Inclusion
|
dc.subject
|
Inclusion
|
dc.subject
|
Inclusion
|
dc.subject
|
Inclusion
|
dc.subject
|
Inclusive Language Education
|
dc.subject
|
Inclusive Language Education
|
dc.subject
|
Inclusive Language Teaching
|
dc.subject
|
Inclusive Language Teaching
|
dc.subject
|
Inclusiveness
|
dc.subject
|
Inclusiveness
|
dc.subject
|
Insecurity
|
dc.subject
|
Insecurity
|
dc.subject
|
Intercomprehension
|
dc.subject
|
Intercomprehension
|
dc.subject
|
Interdisciplinary approach
|
dc.subject
|
Interdisciplinary approach
|
dc.subject
|
International Auxiliary Languages (IALs)
|
dc.subject
|
International Auxiliary Languages (IALs)
|
dc.subject
|
Joseph de Maimieux
|
dc.subject
|
Joseph de Maimieux
|
dc.subject
|
Language Inclusion
|
dc.subject
|
Language Inclusion
|
dc.subject
|
Language Inclusion
|
dc.subject
|
Language Inclusion
|
dc.subject
|
Language Learning
|
dc.subject
|
Language Learning
|
dc.subject
|
Language Skills Assessment
|
dc.subject
|
Language Skills Assessment
|
dc.subject
|
Language education
|
dc.subject
|
Language education
|
dc.subject
|
Linguistic and cultural issues
|
dc.subject
|
Linguistic and cultural issues
|
dc.subject
|
Literacy
|
dc.subject
|
Literacy
|
dc.subject
|
Migrations
|
dc.subject
|
Migrations
|
dc.subject
|
Motivation
|
dc.subject
|
Motivation
|
dc.subject
|
Narrative
|
dc.subject
|
Narrative
|
dc.subject
|
Pasigraphies
|
dc.subject
|
Pasigraphies
|
dc.subject
|
Plurilingualism
|
dc.subject
|
Plurilingualism
|
dc.subject
|
Plurlingualism
|
dc.subject
|
Plurlingualism
|
dc.subject
|
Pragmatics
|
dc.subject
|
Pragmatics
|
dc.subject
|
Romanés
|
dc.subject
|
Romanés
|
dc.subject
|
Sign Languages
|
dc.subject
|
Sign Languages
|
dc.subject
|
Sociolinguistics
|
dc.subject
|
Sociolinguistics
|
dc.subject
|
Special Educational Needs
|
dc.subject
|
Special Educational Needs
|
dc.subject
|
Teacher training
|
dc.subject
|
Teacher training
|