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

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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