SAIL Studi sull’apprendimento e l’insegnamento linguistico

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

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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