Verso la 'glottodidattica individualizzata'

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Campo DC	Valore
dc.identifier	ECF_article_1362
dc.title	Verso la 'glottodidattica individualizzata'
dc.contributor.author	Gardin Giacomo
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2017/3numero-monografico/verso-la-glottodidattica-individualizzata/
dc.description.abstract	This paper proposes a first theoretical investigation on individualised language teaching context. The main objective is to underline its dissimilarity compared to collective language teaching context and its importance related to linguistic education for students with specific linguistic needs. The first part, after a brief introduction of individualisation principle, provides a presentation of Balboni’s model for didactic action adjustment proposed by Daloiso and Melero, used to examine the subject matter of the research. The second part presents the study of diagram component’s relations regarding individualised language teaching context.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 6 \| Num. 3 \| Novembre 2017
dc.issued	2017-11-30
dc.dateAccepted	2018-02-23
dc.dateSubmitted	2018-02-06
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/2280-6792/2017/03/006
dc.peer-review	yes
dc.subject	Didactic action
dc.subject	Didactic action
dc.subject	Individualisation
dc.subject	Individualisation
dc.subject	Individualised language teaching
dc.subject	Individualised language teaching
dc.subject	Language teaching accessibility model
dc.subject	Language teaching accessibility model
dc.subject	Specific Linguistic Needs
dc.subject	Specific Linguistic Needs

Articolo
open access peer reviewed

Giacomo Gardin Università Ca’ Foscari Venezia, Italia

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abstract

This paper proposes a first theoretical investigation on individualised language teaching context. The main objective is to underline its dissimilarity compared to collective language teaching context and its importance related to linguistic education for students with specific linguistic needs. The first part, after a brief introduction of individualisation principle, provides a presentation of Balboni’s model for didactic action adjustment proposed by Daloiso and Melero, used to examine the subject matter of the research. The second part presents the study of diagram component’s relations regarding individualised language teaching context.

Pubblicato

30 Novembre 2017

Accettato

23 Febbraio 2018

Presentato

06 Febbraio 2018

Lingua

Keywords: Individualisation • Language teaching accessibility model • Specific Linguistic Needs • Didactic action • Individualised language teaching

permalink http://doi.org/10.30687/ELLE/2280-6792/2017/03/006

Copyright: © 2017 Giacomo Gardin. 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.

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