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

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.