Collana | SAIL
Volume 17 | Miscellanea | Educazione linguistica inclusiva
Abstract
Il volume raccoglie i contributi di numerosi studiosi di varie discipline, prevalentemente linguisti educativi, ma anche linguisti generali e neuroscienziati, che hanno accolto la proposta di riflettere su un possibile minimo comune denominatore di alcuni filoni delle proprie ricerche, riassumibile nel concetto di inclusività. Ne è nato un volume variegato ma coeso da cui si evince la volontà della Linguistica Educativa in Italia di proporre riflessioni scientifiche aggiornate ma al contempo fedeli ai paradigmi della disciplina, che vedono due degli assi portanti nella prospettiva interdisciplinare e nella ricerca di risposte alle molteplici sfide dell’educazione linguistica oggi.
Keywords Communicative competence • Tertiary education • Behavioural habits • Intercultural learning • Mirror neurons • Interlanguage • Migration • Language skills assessment • Educational linguistics • Language autobiography • Syntax • Multilingualism • Pluri/intercultural activities • Interdisciplinary approach • Action • Sinti and Caminanti children • ELT • Differentiation • National project • CLIL • Inclusive language education • Language teaching • Modern languages • Story-retelling • Semantics • Italian Sign Language (LIS) • European Language Portfolio • Language inclusion • Pluralistic approaches • Primary school education • Deafhood • The narrative creation of self • Language Education • Plurilingual education • Language Teacher Cognition • Inclusive language teaching • Neural reuse • Embodied simulation • Phonology • Child Language Brokering • Plurilingualism • Teacher cognition • Phono-articulation • Inclusiveness • Bilingualism • Awareness • Assessment • Mediation • Enneagram • Evaluation • Creative writing • Channel • Teaching an unstandardized language • Sociolinguistics • Linguistic mediation • Plurilingual activities • Pragmatic competence • Language • Language learning • Intercomprehension • ICT • Textbook design • Inclusion • Learning disorders • Primary school • Educational Linguistics • Diversity • Writing • Dyslexia • Rome • Special Educational Needs • Gifted students • Pasigraphy • Visual supports • Mobile learning • Multilingual educational system • Talent • Hearing learners of a signed language • Experimental phonetics • Italian L2 • Communication • Disadvantaged contexts • Learning without a written system • Approach in teaching sign language • Soft skills • Inclusive Education • Plurilingual task • Contemporary mobility • Story-telling • Programme • Sign Languages • Pragmatics • Teacher training • Language education
Permalink http://doi.org/10.30687/978-88-6969-477-6 | e-ISBN 978-88-6969-477-6 | Pubblicato 23 Febbraio 2021 | Presentato 27 Maggio 2020 | Lingua it
Copyright © 2021 Michele Daloiso, Marco Mezzadri. 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.
Sezione 1 • Questioni teoriche e riflessioni interdisciplinari
Sezione 2 • La formazione degli insegnanti
Sezione 3 • Ricerche, percorsi e strumenti per la glottodidattica inclusiva
Sezione 3 • L’inclusione degli alunni stranieri
Sezione 5 • L’inclusione di studenti con bisogni speciali
DC Field | Value |
---|---|
dc.identifier |
ECF_book_438 |
dc.creator |
Daloiso Michele |
dc.creator |
Mezzadri Marco |
dc.title |
Educazione linguistica inclusiva. Riflessioni, ricerche ed esperienze |
dc.type |
Miscellanea |
dc.language.iso |
it |
dc.description.abstract |
Il volume raccoglie i contributi di numerosi studiosi di varie discipline, prevalentemente linguisti educativi, ma anche linguisti generali e neuroscienziati, che hanno accolto la proposta di riflettere su un possibile minimo comune denominatore di alcuni filoni delle proprie ricerche, riassumibile nel concetto di inclusività. Ne è nato un volume variegato ma coeso da cui si evince la volontà della Linguistica Educativa in Italia di proporre riflessioni scientifiche aggiornate ma al contempo fedeli ai paradigmi della disciplina, che vedono due degli assi portanti nella prospettiva interdisciplinare e nella ricerca di risposte alle molteplici sfide dell’educazione linguistica oggi. |
dc.relation.ispartof |
SAIL |
dc.identifier.doi |
10.30687/978-88-6969-477-6 |
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari |
dc.issued |
2021-02-23 |
dc.dateSubmitted |
2020-05-27 |
dc.identifier.uri |
http://edizionicafoscari.it/it/edizioni4/libri/978-88-6969-477-6/ |
dc.identifier.issn |
2610-9549 |
dc.identifier.eissn |
2610-9557 |
dc.identifier.isbn |
|
dc.identifier.eisbn |
978-88-6969-477-6 |
dc.rights |
Creative Commons Attribution 4.0 International Public License |
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
item.fulltext |
with fulltext |
item.grantfulltext |
open |
dc.peer-review |
no |
dc.subject |
Action |
dc.subject |
Action |
dc.subject |
Action |
dc.subject |
Approach in teaching sign language |
dc.subject |
Approach in teaching sign language |
dc.subject |
Approach in teaching sign language |
dc.subject |
Assessment |
dc.subject |
Assessment |
dc.subject |
Assessment |
dc.subject |
Awareness |
dc.subject |
Awareness |
dc.subject |
Awareness |
dc.subject |
Behavioural habits |
dc.subject |
Behavioural habits |
dc.subject |
Behavioural habits |
dc.subject |
Bilingualism |
dc.subject |
Bilingualism |
dc.subject |
Bilingualism |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
Channel |
dc.subject |
Channel |
dc.subject |
Channel |
dc.subject |
Child Language Brokering |
dc.subject |
Child Language Brokering |
dc.subject |
Child Language Brokering |
dc.subject |
Communication |
dc.subject |
Communication |
dc.subject |
Communication |
dc.subject |
Communicative competence |
dc.subject |
Communicative competence |
dc.subject |
Communicative competence |
dc.subject |
Contemporary mobility |
dc.subject |
Contemporary mobility |
dc.subject |
Contemporary mobility |
dc.subject |
Creative writing |
dc.subject |
Creative writing |
dc.subject |
Creative writing |
dc.subject |
Deafhood |
dc.subject |
Deafhood |
dc.subject |
Deafhood |
dc.subject |
Differentiation |
dc.subject |
Differentiation |
dc.subject |
Differentiation |
dc.subject |
Disadvantaged contexts |
dc.subject |
Disadvantaged contexts |
dc.subject |
Disadvantaged contexts |
dc.subject |
Diversity |
dc.subject |
Diversity |
dc.subject |
Diversity |
dc.subject |
Dyslexia |
dc.subject |
Dyslexia |
dc.subject |
Dyslexia |
dc.subject |
ELT |
dc.subject |
ELT |
dc.subject |
ELT |
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 |
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 |
Educational linguistics |
dc.subject |
Educational linguistics |
dc.subject |
Embodied simulation |
dc.subject |
Embodied simulation |
dc.subject |
Embodied simulation |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
European Language Portfolio |
dc.subject |
European Language Portfolio |
dc.subject |
European Language Portfolio |
dc.subject |
Evaluation |
dc.subject |
Evaluation |
dc.subject |
Evaluation |
dc.subject |
Experimental phonetics |
dc.subject |
Experimental phonetics |
dc.subject |
Experimental phonetics |
dc.subject |
Gifted students |
dc.subject |
Gifted students |
dc.subject |
Gifted students |
dc.subject |
Hearing learners of a signed language |
dc.subject |
Hearing learners of a signed language |
dc.subject |
Hearing learners of a signed language |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusive Education |
dc.subject |
Inclusive Education |
dc.subject |
Inclusive Education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language teaching |
dc.subject |
Inclusive language teaching |
dc.subject |
Inclusive language teaching |
dc.subject |
Inclusiveness |
dc.subject |
Inclusiveness |
dc.subject |
Inclusiveness |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural learning |
dc.subject |
Interdisciplinary approach |
dc.subject |
Interdisciplinary approach |
dc.subject |
Interdisciplinary approach |
dc.subject |
Interlanguage |
dc.subject |
Interlanguage |
dc.subject |
Interlanguage |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian Sign Language (LIS) |
dc.subject |
Italian Sign Language (LIS) |
dc.subject |
Italian Sign Language (LIS) |
dc.subject |
Language |
dc.subject |
Language |
dc.subject |
Language |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Teacher Cognition |
dc.subject |
Language Teacher Cognition |
dc.subject |
Language Teacher Cognition |
dc.subject |
Language autobiography |
dc.subject |
Language autobiography |
dc.subject |
Language autobiography |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language inclusion |
dc.subject |
Language inclusion |
dc.subject |
Language inclusion |
dc.subject |
Language learning |
dc.subject |
Language learning |
dc.subject |
Language learning |
dc.subject |
Language skills assessment |
dc.subject |
Language skills assessment |
dc.subject |
Language skills assessment |
dc.subject |
Language teaching |
dc.subject |
Language teaching |
dc.subject |
Language teaching |
dc.subject |
Learning disorders |
dc.subject |
Learning disorders |
dc.subject |
Learning disorders |
dc.subject |
Learning without a written system |
dc.subject |
Learning without a written system |
dc.subject |
Learning without a written system |
dc.subject |
Linguistic mediation |
dc.subject |
Linguistic mediation |
dc.subject |
Linguistic mediation |
dc.subject |
Mediation |
dc.subject |
Mediation |
dc.subject |
Mediation |
dc.subject |
Migration |
dc.subject |
Migration |
dc.subject |
Migration |
dc.subject |
Mirror neurons |
dc.subject |
Mirror neurons |
dc.subject |
Mirror neurons |
dc.subject |
Mobile learning |
dc.subject |
Mobile learning |
dc.subject |
Mobile learning |
dc.subject |
Modern languages |
dc.subject |
Modern languages |
dc.subject |
Modern languages |
dc.subject |
Multilingual educational system |
dc.subject |
Multilingual educational system |
dc.subject |
Multilingual educational system |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
National project |
dc.subject |
National project |
dc.subject |
National project |
dc.subject |
Neural reuse |
dc.subject |
Neural reuse |
dc.subject |
Neural reuse |
dc.subject |
Pasigraphy |
dc.subject |
Pasigraphy |
dc.subject |
Pasigraphy |
dc.subject |
Phono-articulation |
dc.subject |
Phono-articulation |
dc.subject |
Phono-articulation |
dc.subject |
Phonology |
dc.subject |
Phonology |
dc.subject |
Phonology |
dc.subject |
Pluralistic approaches |
dc.subject |
Pluralistic approaches |
dc.subject |
Pluralistic approaches |
dc.subject |
Pluri/intercultural activities |
dc.subject |
Pluri/intercultural activities |
dc.subject |
Pluri/intercultural activities |
dc.subject |
Plurilingual activities |
dc.subject |
Plurilingual activities |
dc.subject |
Plurilingual activities |
dc.subject |
Plurilingual education |
dc.subject |
Plurilingual education |
dc.subject |
Plurilingual education |
dc.subject |
Plurilingual task |
dc.subject |
Plurilingual task |
dc.subject |
Plurilingual task |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatics |
dc.subject |
Pragmatics |
dc.subject |
Pragmatics |
dc.subject |
Primary school |
dc.subject |
Primary school |
dc.subject |
Primary school |
dc.subject |
Primary school education |
dc.subject |
Primary school education |
dc.subject |
Primary school education |
dc.subject |
Programme |
dc.subject |
Programme |
dc.subject |
Programme |
dc.subject |
Rome |
dc.subject |
Rome |
dc.subject |
Rome |
dc.subject |
Semantics |
dc.subject |
Semantics |
dc.subject |
Semantics |
dc.subject |
Sign Languages |
dc.subject |
Sign Languages |
dc.subject |
Sign Languages |
dc.subject |
Sinti and Caminanti children |
dc.subject |
Sinti and Caminanti children |
dc.subject |
Sinti and Caminanti children |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Soft skills |
dc.subject |
Soft skills |
dc.subject |
Soft skills |
dc.subject |
Special Educational Needs |
dc.subject |
Special Educational Needs |
dc.subject |
Special Educational Needs |
dc.subject |
Story-retelling |
dc.subject |
Story-retelling |
dc.subject |
Story-retelling |
dc.subject |
Story-telling |
dc.subject |
Story-telling |
dc.subject |
Story-telling |
dc.subject |
Syntax |
dc.subject |
Syntax |
dc.subject |
Syntax |
dc.subject |
Talent |
dc.subject |
Talent |
dc.subject |
Talent |
dc.subject |
Teacher cognition |
dc.subject |
Teacher cognition |
dc.subject |
Teacher cognition |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teaching an unstandardized language |
dc.subject |
Teaching an unstandardized language |
dc.subject |
Teaching an unstandardized language |
dc.subject |
Tertiary education |
dc.subject |
Tertiary education |
dc.subject |
Tertiary education |
dc.subject |
Textbook design |
dc.subject |
Textbook design |
dc.subject |
Textbook design |
dc.subject |
The narrative creation of self |
dc.subject |
The narrative creation of self |
dc.subject |
The narrative creation of self |
dc.subject |
Visual supports |
dc.subject |
Visual supports |
dc.subject |
Visual supports |
dc.subject |
Writing |
dc.subject |
Writing |
dc.subject |
Writing |
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