SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Educazione linguistica inclusiva

Riflessioni, ricerche ed esperienze

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open access
    a cura di
  • Michele Daloiso - Università degli Studi di Parma, Italia - email
  • Marco Mezzadri - Università degli Studi di Parma, Italia - email

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 Interdisciplinary approach • Talent • CLIL • Learning disorders • Intercultural learning • Communication • Language autobiography • ELT • Language teaching • Teacher cognition • Bilingualism • Visual supports • Embodied simulation • Enneagram • Language • Phonology • Mirror neurons • Pragmatic competence • Experimental phonetics • Behavioural habits • Pragmatics • Semantics • Contemporary mobility • Intercomprehension • Tertiary education • Language inclusion • Interlanguage • Pluri/intercultural activities • Language skills assessment • Programme • Soft skills • Teacher training • Primary school education • Differentiation • Story-retelling • Language Education • Inclusive Education • Phono-articulation • European Language Portfolio • Pluralistic approaches • Linguistic mediation • Inclusive language education • Inclusion • Approach in teaching sign language • Writing • Textbook design • Sociolinguistics • Assessment • Language education • Dyslexia • Educational Linguistics • Syntax • Language learning • Inclusive language teaching • Pasigraphy • Sinti and Caminanti children • Multilingual educational system • Language Teacher Cognition • Disadvantaged contexts • Italian L2 • Story-telling • Plurilingual education • Channel • ICT • Mobile learning • Evaluation • Rome • National project • Migration • The narrative creation of self • Mediation • Communicative competence • Creative writing • Child Language Brokering • Learning without a written system • Plurilingual task • Special Educational Needs • Primary school • Inclusiveness • Teaching an unstandardized language • Action • Plurilingualism • Diversity • Gifted students • Plurilingual activities • Multilingualism • Sign Languages • Educational linguistics • Deafhood • Awareness • Italian Sign Language (LIS) • Neural reuse • Modern languages • Hearing learners of a signed language

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.