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

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.