Collana | SAIL
Volume 17 | Miscellanea | Educazione linguistica inclusiva
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 | Pubblicato 23 Febbraio 2021 | Presentato 27 Maggio 2020 | Lingua 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.
Sezione 1 • Questioni teoriche e riflessioni interdisciplinari
Sezione 2 • La formazione degli insegnanti
Sezione 3 • Ricerche, percorsi e strumenti per la glottodidattica inclusiva
Sezione 3 • L’inclusione degli alunni stranieri
Sezione 5 • L’inclusione di studenti con bisogni speciali
DC Field | Value |
---|---|
dc.identifier |
ECF_book_438 |
dc.creator |
Daloiso Michele |
dc.creator |
Mezzadri Marco |
dc.title |
Educazione linguistica inclusiva. Riflessioni, ricerche ed esperienze |
dc.type |
Miscellanea |
dc.language.iso |
it |
dc.description.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. |
dc.relation.ispartof |
SAIL |
dc.identifier.doi |
10.30687/978-88-6969-477-6 |
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari |
dc.issued |
2021-02-23 |
dc.dateSubmitted |
2020-05-27 |
dc.identifier.uri |
http://edizionicafoscari.it/it/edizioni4/libri/978-88-6969-477-6/ |
dc.identifier.issn |
2610-9549 |
dc.identifier.eissn |
2610-9557 |
dc.identifier.isbn |
|
dc.identifier.eisbn |
978-88-6969-477-6 |
dc.rights |
Creative Commons Attribution 4.0 International Public License |
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
item.fulltext |
with fulltext |
item.grantfulltext |
open |
dc.peer-review |
no |
dc.subject |
Action |
dc.subject |
Action |
dc.subject |
Action |
dc.subject |
Approach in teaching sign language |
dc.subject |
Approach in teaching sign language |
dc.subject |
Approach in teaching sign language |
dc.subject |
Assessment |
dc.subject |
Assessment |
dc.subject |
Assessment |
dc.subject |
Awareness |
dc.subject |
Awareness |
dc.subject |
Awareness |
dc.subject |
Behavioural habits |
dc.subject |
Behavioural habits |
dc.subject |
Behavioural habits |
dc.subject |
Bilingualism |
dc.subject |
Bilingualism |
dc.subject |
Bilingualism |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
Channel |
dc.subject |
Channel |
dc.subject |
Channel |
dc.subject |
Child Language Brokering |
dc.subject |
Child Language Brokering |
dc.subject |
Child Language Brokering |
dc.subject |
Communication |
dc.subject |
Communication |
dc.subject |
Communication |
dc.subject |
Communicative competence |
dc.subject |
Communicative competence |
dc.subject |
Communicative competence |
dc.subject |
Contemporary mobility |
dc.subject |
Contemporary mobility |
dc.subject |
Contemporary mobility |
dc.subject |
Creative writing |
dc.subject |
Creative writing |
dc.subject |
Creative writing |
dc.subject |
Deafhood |
dc.subject |
Deafhood |
dc.subject |
Deafhood |
dc.subject |
Differentiation |
dc.subject |
Differentiation |
dc.subject |
Differentiation |
dc.subject |
Disadvantaged contexts |
dc.subject |
Disadvantaged contexts |
dc.subject |
Disadvantaged contexts |
dc.subject |
Diversity |
dc.subject |
Diversity |
dc.subject |
Diversity |
dc.subject |
Dyslexia |
dc.subject |
Dyslexia |
dc.subject |
Dyslexia |
dc.subject |
ELT |
dc.subject |
ELT |
dc.subject |
ELT |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational Linguistics |
dc.subject |
Educational linguistics |
dc.subject |
Educational linguistics |
dc.subject |
Educational linguistics |
dc.subject |
Embodied simulation |
dc.subject |
Embodied simulation |
dc.subject |
Embodied simulation |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
Enneagram |
dc.subject |
European Language Portfolio |
dc.subject |
European Language Portfolio |
dc.subject |
European Language Portfolio |
dc.subject |
Evaluation |
dc.subject |
Evaluation |
dc.subject |
Evaluation |
dc.subject |
Experimental phonetics |
dc.subject |
Experimental phonetics |
dc.subject |
Experimental phonetics |
dc.subject |
Gifted students |
dc.subject |
Gifted students |
dc.subject |
Gifted students |
dc.subject |
Hearing learners of a signed language |
dc.subject |
Hearing learners of a signed language |
dc.subject |
Hearing learners of a signed language |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusion |
dc.subject |
Inclusive Education |
dc.subject |
Inclusive Education |
dc.subject |
Inclusive Education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language education |
dc.subject |
Inclusive language teaching |
dc.subject |
Inclusive language teaching |
dc.subject |
Inclusive language teaching |
dc.subject |
Inclusiveness |
dc.subject |
Inclusiveness |
dc.subject |
Inclusiveness |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural learning |
dc.subject |
Interdisciplinary approach |
dc.subject |
Interdisciplinary approach |
dc.subject |
Interdisciplinary approach |
dc.subject |
Interlanguage |
dc.subject |
Interlanguage |
dc.subject |
Interlanguage |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian Sign Language (LIS) |
dc.subject |
Italian Sign Language (LIS) |
dc.subject |
Italian Sign Language (LIS) |
dc.subject |
Language |
dc.subject |
Language |
dc.subject |
Language |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Education |
dc.subject |
Language Teacher Cognition |
dc.subject |
Language Teacher Cognition |
dc.subject |
Language Teacher Cognition |
dc.subject |
Language autobiography |
dc.subject |
Language autobiography |
dc.subject |
Language autobiography |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language inclusion |
dc.subject |
Language inclusion |
dc.subject |
Language inclusion |
dc.subject |
Language learning |
dc.subject |
Language learning |
dc.subject |
Language learning |
dc.subject |
Language skills assessment |
dc.subject |
Language skills assessment |
dc.subject |
Language skills assessment |
dc.subject |
Language teaching |
dc.subject |
Language teaching |
dc.subject |
Language teaching |
dc.subject |
Learning disorders |
dc.subject |
Learning disorders |
dc.subject |
Learning disorders |
dc.subject |
Learning without a written system |
dc.subject |
Learning without a written system |
dc.subject |
Learning without a written system |
dc.subject |
Linguistic mediation |
dc.subject |
Linguistic mediation |
dc.subject |
Linguistic mediation |
dc.subject |
Mediation |
dc.subject |
Mediation |
dc.subject |
Mediation |
dc.subject |
Migration |
dc.subject |
Migration |
dc.subject |
Migration |
dc.subject |
Mirror neurons |
dc.subject |
Mirror neurons |
dc.subject |
Mirror neurons |
dc.subject |
Mobile learning |
dc.subject |
Mobile learning |
dc.subject |
Mobile learning |
dc.subject |
Modern languages |
dc.subject |
Modern languages |
dc.subject |
Modern languages |
dc.subject |
Multilingual educational system |
dc.subject |
Multilingual educational system |
dc.subject |
Multilingual educational system |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
National project |
dc.subject |
National project |
dc.subject |
National project |
dc.subject |
Neural reuse |
dc.subject |
Neural reuse |
dc.subject |
Neural reuse |
dc.subject |
Pasigraphy |
dc.subject |
Pasigraphy |
dc.subject |
Pasigraphy |
dc.subject |
Phono-articulation |
dc.subject |
Phono-articulation |
dc.subject |
Phono-articulation |
dc.subject |
Phonology |
dc.subject |
Phonology |
dc.subject |
Phonology |
dc.subject |
Pluralistic approaches |
dc.subject |
Pluralistic approaches |
dc.subject |
Pluralistic approaches |
dc.subject |
Pluri/intercultural activities |
dc.subject |
Pluri/intercultural activities |
dc.subject |
Pluri/intercultural activities |
dc.subject |
Plurilingual activities |
dc.subject |
Plurilingual activities |
dc.subject |
Plurilingual activities |
dc.subject |
Plurilingual education |
dc.subject |
Plurilingual education |
dc.subject |
Plurilingual education |
dc.subject |
Plurilingual task |
dc.subject |
Plurilingual task |
dc.subject |
Plurilingual task |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatics |
dc.subject |
Pragmatics |
dc.subject |
Pragmatics |
dc.subject |
Primary school |
dc.subject |
Primary school |
dc.subject |
Primary school |
dc.subject |
Primary school education |
dc.subject |
Primary school education |
dc.subject |
Primary school education |
dc.subject |
Programme |
dc.subject |
Programme |
dc.subject |
Programme |
dc.subject |
Rome |
dc.subject |
Rome |
dc.subject |
Rome |
dc.subject |
Semantics |
dc.subject |
Semantics |
dc.subject |
Semantics |
dc.subject |
Sign Languages |
dc.subject |
Sign Languages |
dc.subject |
Sign Languages |
dc.subject |
Sinti and Caminanti children |
dc.subject |
Sinti and Caminanti children |
dc.subject |
Sinti and Caminanti children |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Soft skills |
dc.subject |
Soft skills |
dc.subject |
Soft skills |
dc.subject |
Special Educational Needs |
dc.subject |
Special Educational Needs |
dc.subject |
Special Educational Needs |
dc.subject |
Story-retelling |
dc.subject |
Story-retelling |
dc.subject |
Story-retelling |
dc.subject |
Story-telling |
dc.subject |
Story-telling |
dc.subject |
Story-telling |
dc.subject |
Syntax |
dc.subject |
Syntax |
dc.subject |
Syntax |
dc.subject |
Talent |
dc.subject |
Talent |
dc.subject |
Talent |
dc.subject |
Teacher cognition |
dc.subject |
Teacher cognition |
dc.subject |
Teacher cognition |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teaching an unstandardized language |
dc.subject |
Teaching an unstandardized language |
dc.subject |
Teaching an unstandardized language |
dc.subject |
Tertiary education |
dc.subject |
Tertiary education |
dc.subject |
Tertiary education |
dc.subject |
Textbook design |
dc.subject |
Textbook design |
dc.subject |
Textbook design |
dc.subject |
The narrative creation of self |
dc.subject |
The narrative creation of self |
dc.subject |
The narrative creation of self |
dc.subject |
Visual supports |
dc.subject |
Visual supports |
dc.subject |
Visual supports |
dc.subject |
Writing |
dc.subject |
Writing |
dc.subject |
Writing |
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