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