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

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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