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 Good practice • Social mediation methodologies • Classroom-based research • Language learning and teaching • Norvegese • CLIL teacher profile • L2/LS teaching • Core and non-core subjects • MALL (Mobile-assisted language learning) • Memory • Acquisition • English Lingua Franca (ELF) • Pandemic effects • Definition • Plurilingualism • Methodology • Classroom interactions • Argumentative skills • Teachers’ training • Motivation • Case study • Languages for specific purposes • Academic life • Teacher training • Horizontal learning • Museum • Lower secondary school • Academic Lecturing • Autobiography • Intercomprehension (IC) • Phonology • Content-specific learning • Plurilingual approaches • Apprendimento • Adulti immigrati • Svantaggio • Socio-constructivist theories • CLIL • Minority language teaching • Glottogeragogic model • Out-of-school • Language learning • Language teaching • Educazione plurilingue • Approcci e metodi glottodidattici • Vehicular language • Language education • Object-based • Teacher cognition • Collaborative Professional Development • Online interaction • Multimodality • Native-speakerism • Educational linguistics • Italian as a Foreign language • Multiliteracies • Higher education • Cooperative learning • Needs analysis • CLIL classroom discourse • Italian as a Second language • English Medium Instruction (EMI) • Academic careers • Politica scolastica • Nursery school • Profilo del docente di lingue • Insegnamento delle lingue minoritarie • Glottotecnologie • Cimbrian language • Mentors and Masters • Language teacher professional development • Action-research • Upper secondary school • Emotions • University students • Implicit/explicit teaching • Foreign language familiarisation • EMI (English Medium Instruction) • Educational Linguistics • CEFR • Academic policy • Digital resources • Knowledge sharing • Specialised terminology • Input flood • Lavoro • Discourse markers (DM) • FL teaching
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.