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

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.