Series | SAIL
Volume 17 | Edited book | Inclusive Linguistic Education

Inclusive Linguistic Education

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

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.

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