SAIL

Studi sull’apprendimento e l’insegnamento linguistico

Educazione linguistica inclusiva

Riflessioni, ricerche ed esperienze

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

Permalink http://doi.org/10.30687/978-88-6969-477-6 | e-ISBN 978-88-6969-477-6 | Pubblicato 23 Febbraio 2021 | Presentato 27 Maggio 2020 | Lingua 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.