SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Educazione linguistica inclusiva

Riflessioni, ricerche ed esperienze

crossmark logo

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

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.