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

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.