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

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.