Collana | SAIL
Volume 17 | Miscellanea | Educazione linguistica inclusiva

Educazione linguistica inclusiva

Riflessioni, ricerche ed esperienze

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

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.

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