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

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.