SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Inclusive Linguistic Education

Reflections, Research and Experiences

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

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.