La linguistica educativa tra ricerca e sperimentazione
Scritti in onore di Carmel Mary Coonan
open access
-
edited by
- Paolo E. Balboni - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Fabio Caon - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Marcella Menegale - Università Ca’ Foscari Venezia, Italia - email
- Graziano Serragiotto - Università Ca’ Foscari Venezia, Italia - email
Abstract
The volume collects the contributions of academics from various Italian universities who have worked with Carmel Mary Coonan throughout her career at Ca’ Foscari University. Starting from the themes that have characterised Carmel’s research interests, including Content and Language Integrated Learning (CLIL), professional development for language teachers and action research practice, the volume opens up to original methodological reflections and new lines of research in the field of educational linguistics. The relevance and variety of the studies here described confirm the lively and dynamic character of research and experimentation that shape our discipline. By questioning different language learning environments (both inside and outside language classroom), educational contexts (from kindergarten to university and beyond) and subjects (students as well as teachers), the volume highlights significant gains achieved in the field of language teaching and learning so far. At the same time, however, it makes clear the urge to further boost plurilingualism in language education, a goal that Carmel has tenaciously pursued throughout her whole career.
Keywords Autobiography • FL teaching • Good practice • Object-based • Out-of-school • Educational Linguistics • Foreign language familiarisation • Pandemic effects • Definition • English Lingua Franca (ELF) • Vehicular language • Language teacher professional development • Cimbrian language • Online interaction • Profilo del docente di lingue • Lavoro • Native-speakerism • CLIL classroom discourse • Upper secondary school • English Medium Instruction (EMI) • Specialised terminology • Academic life • Academic policy • Discourse markers (DM) • Methodology • Input flood • Educazione plurilingue • Social mediation methodologies • Argumentative skills • Lower secondary school • Teachers’ training • Collaborative Professional Development • Language teaching • CEFR • Museum • Educational linguistics • Content-specific learning • Needs analysis • Digital resources • Academic Lecturing • Language education • Intercomprehension (IC) • Italian as a Foreign language • Motivation • University students • Implicit/explicit teaching • Plurilingualism • Glottogeragogic model • Cooperative learning • Adulti immigrati • Classroom interactions • Norvegese • Teacher cognition • Italian as a Second language • Minority language teaching • Plurilingual approaches • Academic careers • Core and non-core subjects • EMI (English Medium Instruction) • Higher education • Memory • Glottotecnologie • Emotions • CLIL • Case study • Mentors and Masters • Language learning • Multiliteracies • Phonology • Languages for specific purposes • Action-research • Classroom-based research • Knowledge sharing • Horizontal learning • Insegnamento delle lingue minoritarie • Acquisition • L2/LS teaching • Teacher training • Socio-constructivist theories • Language learning and teaching • CLIL teacher profile • Apprendimento • Politica scolastica • Svantaggio • Multimodality • MALL (Mobile-assisted language learning) • Nursery school • Approcci e metodi glottodidattici
Permalink http://doi.org/10.30687/978-88-6969-683-1 | e-ISBN 978-88-6969-683-1 | ISBN (PRINT) 978-88-6969-684-8 | Number of pages 256 | Published April 28, 2023 | Submitted Jan. 9, 2023 | Language en, it
Copyright © 2023 Paolo E. Balboni, Fabio Caon, Marcella Menegale, Graziano Serragiotto. 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.