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

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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