PROGETTO EDUGATE: MULTILINGUAL TEACHING IN EARLY CHILDHOOD EDUCATION AND CARE

  • bilgroup
  • 07 Giu 2017
  •   Commenti disabilitati su PROGETTO EDUGATE: MULTILINGUAL TEACHING IN EARLY CHILDHOOD EDUCATION AND CARE
EDUGATE

L’Università di Milano – Bicocca è partner del progetto EDUGATE.

Edugate nasce dall’idea che in una società multiculturale, come quella europea, è utile per i bambini apprendere l’inglese o altre lingue, preziose per la loro vita futura. In un tempo di sfide economiche e sociali senza precedenti, occorre dare alle nuove generazioni una solida partenza di base, fornendo un’alta qualità nel sistema ECEC. E’ inoltre necessario rafforzare il profilo professionale di educatori/insegnanti attraverso una formazione innovativa nell’ambito ECEC, promuovendo l’insegnamento di una seconda lingua.

 

Clicca qui per vedere la brochure!

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Prossimi Appuntamenti

febbraio 10, 2025
  • BIL Seminar "What does atypicality really mean? Language acquisition in autism" - Mikhail Kissine febbraio 10, 2025 @ 2:00 pm - 3:00 pm U6, Sala Lauree, Terzo piano

    Abstract
    "Research on language in autism mostly explores delayed acquisition or atypical use, the reference point being language in non-autistic individuals. Such approaches focus on language disability, but somewhat downplay the acquisition routes that may be specific to autism. More specifically, typical language development is known to be intimately linked to socio-pragmatic, joint communicative experiences. Early-onset and life-long atypicality in the socio-communicative domain are core characteristics of autism, and likely explain why language onset is often significantly delayed in autistic children. However, it is also usually assumed that language trajectories in autism should be correlated with an increase of socio-communicative skills, such as joint attention. In this talk, I will review evidence that some autistic individuals may, in fact, acquire language in spite of persisting strong socio-communicative disabilities. I will also present new results that show that some autistic children are interested in language in and of itself, independently of its communicative function, and display enhanced sensitivity to the acoustic and structural properties of the linguistic input."

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