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

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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