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

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.