Educazione linguistica e bisogni speciali

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Campo DC	Valore
dc.identifier	ECF_article_964
dc.title	Educazione linguistica e bisogni speciali. Costruire l’accessibilità glottodidattica
dc.contributor.author	Boerio Davide
dc.contributor.author	Castro Annabel
dc.contributor.author	Culotta Alexis
dc.contributor.author	Daloiso Michele
dc.contributor.author	Gogawale Sharva
dc.contributor.author	Gozzi Andrea
dc.contributor.author	Harasimowicz Marta
dc.contributor.author	Horváth Alíz
dc.contributor.author	Linser Nora
dc.contributor.author	Martin Siefkes
dc.contributor.author	McCarl Clayton
dc.contributor.author	Metin Alper
dc.contributor.author	Moscardo Cecilia
dc.contributor.author	Pfeiffer Julia Anna Jasmin
dc.contributor.author	Pivetta Chantal
dc.contributor.author	Torregrossa Ambra
dc.contributor.author	Wang Mansu
dc.contributor.author	Zanasi Eleonora
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2012/3/educazione-linguistica-e-bisogni-speciali/
dc.description.abstract	This paper outlines a possible methodological framework for teaching languages to special needs students. The paper is divided into three parts. The first section provides a definition of ‘language teaching accessibility’ and highlights the theoretical background that has led to this notion. Since it is impossible to achieve any kind of accessibility without knowing the student’s type of need, the second section introduces the notion of Functional Language Learning Profile, which is meant to be as an operational tool for the language teacher to get to know the student’s aptitude, learning style, linguistic background etc. in order to successfully design a personalized teaching plan for the special needs student. Finally, the third section discusses some teaching principles to achieve accessibility in the language classroom.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 1 \| Num. 3 \| Novembre 2012
dc.issued	2012-11-01
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2280-6792/34p
dc.peer-review	yes

Articolo
open access peer reviewed

Costruire l’accessibilità glottodidattica

Michele Daloiso Università degli Studi di Parma, Italia

Davide Boerio Medici Archive Project

Mansu Wang Politecnico di milano

Annabel Castro Universidad de Monterrey

Chantal Pivetta Lund University

Siefkes Martin Technische Universität Chemnitz

Marta Harasimowicz Charles University Faculty of Arts, Department of Czech History

Alíz Horváth Eötvös Loránd University

Cecilia Moscardo Università Ca' Foscari Venezia

Alper Metin Dipartimento delle Arti - Università di Bologna

Andrea Gozzi Université de Montréal

Sharva Gogawale Tel Aviv University

Clayton McCarl University of North Florida

Eleonora Zanasi Archivio storico comunale di Carpi (MO)

Nora Linser mumok - Museum moderner Kunst Stiftung Ludwig Wien

Julia Anna Jasmin Pfeiffer Chemnitz University of Technology

Ambra Torregrossa Affiliazione al VeDPH

Alexis Culotta Tulane University

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abstract

This paper outlines a possible methodological framework for teaching languages to special needs students. The paper is divided into three parts. The first section provides a definition of ‘language teaching accessibility’ and highlights the theoretical background that has led to this notion. Since it is impossible to achieve any kind of accessibility without knowing the student’s type of need, the second section introduces the notion of Functional Language Learning Profile, which is meant to be as an operational tool for the language teacher to get to know the student’s aptitude, learning style, linguistic background etc. in order to successfully design a personalized teaching plan for the special needs student. Finally, the third section discusses some teaching principles to achieve accessibility in the language classroom.

Pubblicato

01 Novembre 2012

Lingua

permalink http://doi.org/10.14277/2280-6792/34p

Copyright: © 2012 Michele Daloiso, Davide Boerio, Mansu Wang, Annabel Castro, Chantal Pivetta, Siefkes Martin, Marta Harasimowicz, Alíz Horváth, Cecilia Moscardo, Alper Metin, Andrea Gozzi, Sharva Gogawale, Clayton McCarl, Eleonora Zanasi, Nora Linser, Julia Anna Jasmin Pfeiffer, Ambra Torregrossa, Alexis Culotta. 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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