Rivista | EL.LE
Fascicolo | 12 | 2 | 2023
Articolo | Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico
Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico
Abstract
Within the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presenting a new teaching procedure (Language Teaching Cycle) which brings together some key-principles derived from traditional models with new insights into the psycholinguistic processes that characterize language learning and should be supported in order to promote inclusion. The first part of the paper proposes a critical literature review of two major teaching procedures (the PPP sequence and the Teaching/Learning Unit), while the second part presents the theoretical bases of the Language Teaching Cycle, as well as its potential future developments and applications.
Presentato: 26 Luglio 2022 | Pubblicato 26 Luglio 2023 | Lingua: it
Keywords Special Educational Needs • Teaching/learning Unit • Language Teaching Cycle • Presentation-Practice-Production • Interlanguage • Inclusion • Teaching procedures • Learning/Language Disorders
Copyright © 2023 Michele Daloiso. 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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2023/02/004
