Verso la 'glottodidattica individualizzata'

Abstract

This paper proposes a first theoretical investigation on individualised language teaching context. The main objective is to underline its dissimilarity compared to collective language teaching context and its importance related to linguistic education for students with specific linguistic needs. The first part, after a brief introduction of individualisation principle, provides a presentation of Balboni’s model for didactic action adjustment proposed by Daloiso and Melero, used to examine the subject matter of the research. The second part presents the study of diagram component’s relations regarding individualised language teaching context.