o:500225 Edulinguistica ludica Ludic Edulinguistics Facilitare l’apprendimento linguistico con il gioco e la ludicità Facilitating Linguistic Learning with Games and Playfulness it La proposta di una metodologia ludica per l’educazione linguistica trova ancora pregiudizi nella scuola soprattutto per fasce d’età superiori all’infanzia. Il volume ha come obiettivo di sfatare tali pregiudizi anche alla luce delle più recenti teorie neuroscientifiche e psicopedagogiche e di proporre un contributo per ricercatori di linguistica educativa e per docenti di lingue. Il volume ha un taglio teorico ma offre comunque indicazioni operative per chi voglia utilizzare tale metodologia che non va confusa con la semplice presentazione di giochi didattici e si compone di due parti: la prima dedicata al concetto di facilitazione linguistica (e del ruolo del docente di lingue come facilitatore) e la seconda in cui si presenta lo specifico della metodologia ludica per l’apprendimento linguistico. Playful methodology for language education still finds some prejudice at school, especially when it targets students of the secondary school or adults. The book aims at discrediting such prejudices, considered the most recent neuroscientific and psychopedagogical theories, and at being a contribution for researchers of educational linguistics and for language teachers. The book has a theoretical approach but it offers operational indications for those who wish to use this methodology, which goes far beyond the simple presentation of games. The book is composed by two parts: the first part focuses on the concept of linguistic facilitation (and on the role of the teacher as a facilitator), the second one presents the playful methodology for language learning. The epistemological framework is Humanistic Language Teaching, which refers to the psychological and educational ‘revolution’ of the 1960s and 1970s, i.e., to the works of Chomsky, Arnold, Maslow, Bruner, Rogers, Neisser and many other researchers who claimed that knowledge, experience and education were the result of the way the human brain works and of the personal characteristics of each mind. The slogan used for this edulinguistic revolution was Focus on the Learner. In fact, the communicative approach used today includes a humanistic component as far as the role and nature of the learner are concerned. Yet, this debt to the humanistic revolution is more and more an implicit one, as the awareness of the role played by Humanistic Language Teaching is taken for granted. Within this framework, the book introduces the concept of ‘meaningful learning’, the difference between game and play; the difference between free play and didactic play; the use of play to enhance intercultural communication (fundamental in non-native language teaching) and intercultural education (which involves all humanistic parameters). The book also presents five methodologies that can be used to put the playful methodology into practice: Asher’s Total Physical Response, Gattegno’s Silent Way, Lozanov’s Suggestopedia, Di Pietro’s Scenario, and the use of drama. Playful methodology in language learning • Play • Game 1552100 978-88-6969-651-0 1552099 10.30687/978-88-6969-651-0 2023-05-18T18:07:35.209Z 44 yes 1552095 Fabio Caon 0000-0001-5137-0907 application/pdf 1404729 http://phaidra.cab.unipd.it/o:500225 no yes 16 70 UNIVEEDITORIA Edizioni_cafoscari 100 SAIL 24 Venezia Edizioni Ca’ Foscari - Venice University Press 2022-12-02 https://polovea.sebina.it/SebinaOpac/resource/edulinguistica-ludica-facilitare-lapprendimento-linguistico-con-il-gioco-e-la-ludicita/VEA3298578