Inclusive Linguistic Education
Reflections, Research and Experiences
open access
-
edited by
- Michele Daloiso - University of Parma - email
- Marco Mezzadri - University of Parma - 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 Syntax • Intercomprehension • Special Educational Needs • Inclusiveness • Dyslexia • Neural reuse • Learning without a written system • Soft skills • Educational Linguistics • Language inclusion • Sinti and Caminanti children • Talent • Child Language Brokering • Primary school education • Phono-articulation • Writing • Pluralistic approaches • Pragmatic competence • Modern languages • Differentiation • Language • Assessment • Rome • Language skills assessment • Inclusive Education • Pragmatics • Experimental phonetics • Migration • National project • Semantics • Teacher training • Plurilingual education • Multilingualism • Intercultural learning • Pasigraphy • European Language Portfolio • Mediation • Textbook design • Visual supports • Inclusive language education • Evaluation • Pluri/intercultural activities • Educational linguistics • Interdisciplinary approach • Inclusion • Plurilingual activities • Creative writing • ICT • Story-telling • Deafhood • Diversity • Mobile learning • Language learning • Language autobiography • Channel • Interlanguage • Learning disorders • Disadvantaged contexts • Language Education • Language education • Teacher cognition • Approach in teaching sign language • Gifted students • Story-retelling • Sociolinguistics • ELT • Mirror neurons • Tertiary education • Multilingual educational system • Primary school • Sign Languages • Plurilingual task • Bilingualism • Italian L2 • Contemporary mobility • Programme • Plurilingualism • Communication • CLIL • Teaching an unstandardized language • Italian Sign Language (LIS) • Action • Phonology • Awareness • Enneagram • Inclusive language teaching • Communicative competence • The narrative creation of self • Behavioural habits • Hearing learners of a signed language • Linguistic mediation • Language Teacher Cognition • Language teaching • Embodied simulation
Thema codes CJA • JNSV • JNFK • 1DST
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.