SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Inclusive Linguistic Education

Reflections, Research and Experiences

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

Permalink http://doi.org/10.30687/978-88-6969-477-6 | e-ISBN 978-88-6969-477-6 | Published Feb. 23, 2021 | Submitted May 27, 2020 | Language 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.