Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico

Within the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presentin...
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Autor*in:	Daloiso, Michele [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Italienisch

Erschienen:	2023

Schlagwörter:	Inclusion. Interlanguage. Language Teaching Cycle. Learning/Language Disorders. Presentation-Practice-Production. Special Educational Needs. Teaching procedures. Teaching/learning Unit

Übergeordnetes Werk:	In: Educazione Linguistica Language Education - Fondazione Università Ca’ Foscari, 2018, 12(2023), 2, Seite -
Übergeordnetes Werk:	volume:12 ; year:2023 ; number:2 ; pages:-

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.30687/ELLE/2280-6792/2023/02/004

Katalog-ID:	DOAJ095284540

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callnumber-first	P - Language and Literature
author	Daloiso, Michele
spellingShingle	Daloiso, Michele misc P101-410 misc Inclusion. Interlanguage. Language Teaching Cycle. Learning/Language Disorders. Presentation-Practice-Production. Special Educational Needs. Teaching procedures. Teaching/learning Unit misc Language. Linguistic theory. Comparative grammar Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico
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topic_title	P101-410 Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico Inclusion. Interlanguage. Language Teaching Cycle. Learning/Language Disorders. Presentation-Practice-Production. Special Educational Needs. Teaching procedures. Teaching/learning Unit
topic	misc P101-410 misc Inclusion. Interlanguage. Language Teaching Cycle. Learning/Language Disorders. Presentation-Practice-Production. Special Educational Needs. Teaching procedures. Teaching/learning Unit misc Language. Linguistic theory. Comparative grammar
topic_unstemmed	misc P101-410 misc Inclusion. Interlanguage. Language Teaching Cycle. Learning/Language Disorders. Presentation-Practice-Production. Special Educational Needs. Teaching procedures. Teaching/learning Unit misc Language. Linguistic theory. Comparative grammar
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title	Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico
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title_sort	promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al ciclo glottodidattico
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title_auth	Promuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico
abstract	Within the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presenting a new teaching procedure (Language Teaching Cycle) which brings together some key-principles derived from traditional models with new insights into the psycholinguistic processes that characterize language learning and should be supported in order to promote inclusion. The first part of the paper proposes a critical literature review of two major teaching procedures (the PPP sequence and the Teaching/Learning Unit), while the second part presents the theoretical bases of the Language Teaching Cycle, as well as its potential future developments and applications.
abstractGer	Within the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presenting a new teaching procedure (Language Teaching Cycle) which brings together some key-principles derived from traditional models with new insights into the psycholinguistic processes that characterize language learning and should be supported in order to promote inclusion. The first part of the paper proposes a critical literature review of two major teaching procedures (the PPP sequence and the Teaching/Learning Unit), while the second part presents the theoretical bases of the Language Teaching Cycle, as well as its potential future developments and applications.
abstract_unstemmed	Within the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presenting a new teaching procedure (Language Teaching Cycle) which brings together some key-principles derived from traditional models with new insights into the psycholinguistic processes that characterize language learning and should be supported in order to promote inclusion. The first part of the paper proposes a critical literature review of two major teaching procedures (the PPP sequence and the Teaching/Learning Unit), while the second part presents the theoretical bases of the Language Teaching Cycle, as well as its potential future developments and applications.
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