Series | SAIL
Volume 17 | Edited book | Inclusive Linguistic Education

Inclusive Linguistic Education

Reflections, Research and Experiences

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

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.

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