SAIL Studi sull’apprendimento e l’insegnamento linguistico

Collana | SAIL
Volume 17 | Miscellanea | Educazione linguistica inclusiva

Educazione linguistica inclusiva

Riflessioni, ricerche ed esperienze

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

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