6 | 3 | 2017

Abstract

c bQuest'opera è distribuita con Licenza Creative Commons Attribuzione 4.0 Internazionale This work is licensed under a Creative Commons Attribution 4.0 International License Certificazione scientifica delle Opere pubblicate da Edizioni Ca' Foscari -Digital Publishing: tutti i saggi pubblicati hanno ottenuto il parere favorevole da parte di valutatori esperti della materia, attraverso un processo di revisione anonima sotto la responsabilità del Comitato scientifico della rivista. La valutazione è stata condotta in aderenza ai criteri scientifici ed editoriali di Edizioni Ca' Foscari. Scientific certification of the works published by Edizioni Ca' Foscari -Digital Publishing: all articles published in this issue have received a favourable opinion by subject-matter experts, through an anonymous peer review process under the responsibility of the Scientific Committee of the journal. The evaluations were conducted in adherence to the scientific and editorial criteria established by Edizioni Ca' Foscari. Abstract The present issue of the EL.LE review focuses on the advances and challenges of research on the teaching of languages to learners with "Specific Language Needs", i.e. developmental differences in the areas of communication, language and learning. In Italy, within the field of Educational Linguistics, Michele Daloiso and his research group has developed the Language Teaching Accessibility Theory, i.e. a theoretical framework for analysing language teaching practices, identifying barriers to learning for students with Specific Language Needs and implementing solutions to maximise language learning in educational contexts. Particularly, this issue of the EL.LE review focuses on a selection of new trends and emergent topics which can be profitably analysed within the framework of the Language Teaching Accessibility Theory. These include: issues in clinical and classroom-based assessment of learners with Specific Language Needs; the manifestations of learning differences in peculiar writing systems, such as Chinese; the potential benefits of Cognitive Linguistics-inspired teaching methods for learners with Specific Language Needs; the role of individualised tutoring interventions to improve these learners' language skills; teaching strategies to address specific areas of the school curriculum which are proven to be particuarly difficult for these students, such as Latin and literature. This collection of articles suggest that the teaching of languages to learners with Specific Language Needs is anything but a niche research topic, as it entails the interaction among complex variables, some of which have yet to be fully studied. EL.LE 315 317 EL.LEe-ISSN 2280-6792Vol. 6 -Num. 3 -Novembre 2017 IntroduzioneMichele Daloiso (Università Ca' Foscari Venezia, Italia)Carlos Alberto Melero Rodríguez (Università Ca' Foscari Venezia, Italia)Nell'ultimo decennio si è assistito ad un crescente interesse in ambito glottodidattico italiano verso gli apprendenti con Bisogni Linguistici Specifici, ossia differenze evolutive che in...