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