TRA ESPLICITO E IMPLICITO: COMUNICAZIONE MULTIMODALE E RELAZIONE INTERSOGGETTIVA NEI CONTESTI DI APPRENDIMENTO

La relazione tra esplicito e implicito è un tema dibattuto e controverso all’interno del quale si tende a trascurare, però, la dimensione multimodale e interpersonale della comunicazione umana. La presente relazione intende contribuire a tale dibattito partendo da una visione di lingua intersoggettiva e multimodale in cui sono coinvolte e interagenti diverse dimensioni semiotiche e relazionali. Prendere in esame il processo di costruzione del significato a partire dalla natura multimodale della comunicazione è cruciale per un’adeguata progettazione e realizzazione di contesti di apprendimento. Per comprendere tale processo appare necessario innanzitutto esplorare la nozione di multimodalità nelle diverse forme in cui si realizza allo scopo di dimostrare come essa costituisca una caratteristica costitutiva della comunicazione umana. Studi recenti, sia nell’ambito dei gesture studies che nell’ambito delle neuroscienze hanno contribuito a ripensare la natura dell’interazione come un processo che coinvolge le nostre esperienze corporee, le nostre relazioni con persone, oggetti e artefatti e più in generale le nostre prassi. Queste dimensioni interpretative pongono nuovi interrogativi anche in ambito educativo e formativo.  In tale ambito diventa, infatti, centrale esplorare la relazione tra le esperienze corporee e la costruzione/comprensione dei significati e della loro condivisione. Prendere in considerazione la multimodalità può, dunque, aprire nuove prospettive sulla relazione tra esplicito ed implicito e su come le componenti corporee possano contribuire a migliorare sul piano comunicativo e relazionale la relazione educativa e i processi di insegnamento e apprendimento, considerando il soggetto nella sua “totalità somato-psichica”.   Between explicit and implicit: multimodal communication and intersubjective relationship in learning contexts The relationship between the explicit and the implicit is a contentious and debated issue, which often neglects the multimodal dimension of human communication. The objective of this paper is to contribute to this debate by taking an intersubjective perspective and examining communication in multimodal terms, where different semiotic and relational dimensions interact and play a role. Understanding the meaning-making process from the multimodal nature of communication is crucial for designing and implementing effective learning contexts. To comprehend this process, it is necessary to explore the notion of multimodality in the various forms in which it manifests itself and demonstrate how it is an inherent feature of human communication. Recent studies in gesture studies and neuroscience have contributed to rethinking the nature of interaction as a process that involves our bodily experiences, relationships with objects and artifacts, and practices in general. These interpretive dimensions raise new questions in the fields of education and training. Indeed, exploring the relationship between bodily experiences and the construction/understanding of meanings and their sharing is essential. Taking multimodality into account can thus offer new perspectives on the relationship between the explicit and the implicit, and awareness of the body's components and their use in communication and relationships can help improve the educational relationship and the teaching and learning processes by considering the subject in its “somato-psychic totality”. &nbsp

TRA ESPLICITO E IMPLICITO: COMUNICAZIONE MULTIMODALE E RELAZIONE INTERSOGGETTIVA NEI CONTESTI DI APPRENDIMENTO

La relazione tra esplicito e implicito è un tema dibattuto e controverso all’interno del quale si tende a trascurare, però, la dimensione multimodale e interpersonale della comunicazione umana. Questo articolo intende contribuire a tale dibattito partendo da una visione di lingua intersoggettiva e multimodale in cui sono coinvolte e interagenti diverse dimensioni semiotiche e relazionali. Prendere in esame il processo di costruzione del significato a partire dalla natura multimodale della comunicazione è cruciale per un’adeguata progettazione e realizzazione di contesti di apprendimento. Per comprendere tale processo appare necessario innanzitutto esplorare la nozione di multimodalità nelle diverse forme in cui si realizza allo scopo di dimostrare come essa costituisca una caratteristica costitutiva della comunicazione umana. Studi recenti, sia nell’ambito dei gesture studies che nell’ambito delle neuroscienze hanno contribuito a ripensare la natura dell’interazione come un processo che coinvolge le nostre esperienze corporee, le nostre relazioni con persone, oggetti e artefatti e più in generale le nostre prassi. Queste dimensioni interpretative pongono nuovi interrogativi anche in ambito educativo e formativo. In tale ambito diventa, infatti, centrale esplorare la relazione tra le esperienze corporee e la costruzione/comprensione dei significati e della loro condivisione. Prendere in considerazione la multimodalità può, dunque, aprire nuove prospettive sulla relazione tra esplicito ed implicito e su come le componenti corporee possano contribuire a migliorare sul piano comunicativo e relazionale la relazione educativa e i processi di insegnamento e apprendimento, considerando il soggetto nella sua “totalità somato-psichica”.The relationship between the explicit and the implicit is a contentious and debated issue, which often neglects the multimodal dimension of human communication. The objective of this paper is to contribute to this debate by taking an intersubjective perspective and examining communication in multimodal terms, where different semiotic and relational dimensions interact and play a role. Understanding the meaning-making process from the multimodal nature of communication is crucial for designing and implementing effective learning contexts. To comprehend this process, it is necessary to explore the notion of multimodality in the various forms in which it manifests itself and demonstrate how it is an inherent feature of human communication. Recent studies in gesture studies and neuroscience have contributed to rethinking the nature of interaction as a process that involves our bodily experiences, relationships with objects and artifacts, and practices in general. These interpretive dimensions raise new questions in the fields of education and training. Indeed, exploring the relationship between bodily experiences and the construction/understanding of meanings and their sharing is essential. Taking multimodality into account can thus offer new perspectives on the relationship between the explicit and the implicit, and awareness of the body's components and their use in communication and relationships can help improve the educational relationship and the teaching and learning processes by considering the subject in its “somato-psychic totality”

CIÒ CHE I SEGNI NON DICONO: IMPLICITO ED ESPLICITO NELLA RAPPRESENTAZIONE DELLA SALUTE DELLE PERSONE SORDE

Il presente contributo intende esplorare il discorso sulla salute di persone sorde tenendo conto delle dinamiche comunicative tra medico e paziente, delle conoscenze enciclopediche non sempre condivise, delle informazioni e dei servizi di interpretariato non sempre accessibili. I dati sono stati raccolti in un ciclo di incontri nell’ambito di un progetto realizzato dall’Ente Nazionale Sordi. I focus group erano strutturati secondo un approccio basato sull’etnografia della comunicazione, intorno a due parole-chiave “credenza” e “conoscenza” e facendo riferimento ad uno sfondo teorico basato sui principi del discourse analysis, dell’Health Belief Model e relativi sviluppi e limiti (Carpenter, 2010). Dalle analisi emerge un vero e proprio ‘discorso sulla salute e sulla malattia’ che ingloba una dimensione semio-linguistica e sociostorica in un intreccio narrativo fatto di credenze, corpi, pratiche, di rappresentazioni, che richiede di essere tenuto in considerazione nella presa in carico della persona sorda e nella costruzione di percorsi di cura condivisi e accessibili.   What the signs do not say: implicit and explicit meaning in the representation of health of deaf people This paper aims to explore the discussion on the health of deaf people, taking into account the communication dynamics between doctor and patient, the encyclopedic knowledge that is not always shared, and the information and interpreting services that are not always accessible. The data were collected in a series of meetings as part of the project “How do you feel? Inclusive prevention and health support campaign for deaf people”, held by the Italian Association of the Deaf (ENS). The focus groups were structured according to an approach based on the ethnography of communication, around two key words “belief” and “knowledge” and referring to a theoretical background inspired by the principles of discourse analysis, the Health Belief Model and related developments and limits (Carpenter, 2010). From the results emerges a real ‘discourse on health and illness’ which incorporates a semio-linguistic and socio-historical dimension in a narrative intertwining made up of beliefs, bodies, practices, representations, which requires to be taken into consideration when taking charge of the deaf person and in the construction of shared and accessible care paths. &nbsp

Dietary intake of animal and plant proteins and risk of all cause and cause-specific mortality: The Epic-Italy cohort

BACKGROUND: To examine the associations of animal and plant protein intake with all-cause, cardiovascular and cancer mortality risk in middle-aged Italian men and women with substantially lower animal protein intake than North Americans. METHODS AND RESULTS: Food consumption was assessed by validated Epic semiquantitative FFQs. Multivariable Cox models stratified by center, age, and sex, and adjusted for confounders, estimated associations of animal and plant protein consumption with mortality for all causes, cardiovascular disease, and cancer. After a median follow-up of 15.2 years, 2,449 deaths were identified in 45,009 participants. No significant association between intake of total, animal or plant protein and mortality was found in the fully adjusted models. Substitution of plant protein for animal protein was inversely associated with cardiovascular mortality (HR, 0.47; 95% CI, 0.24–0.92) only in people with at least 1 unhealthy lifestyle risk factor and poor adherence to a Mediterranean diet. Participants in the highest quintile group of animal protein intake had higher glucose, total and LDL cholesterol levels than those in the lowest quintile. In contrast, higher plant protein intake was negatively associated with fasting insulin and cholesterol, despite higher BMI, physical inactivity and starch consumption. CONCLUSIONS: Replacing plant protein for animal protein was associated with lower cardiovascular mortality among individuals with unhealthy lifestyle risk factors. High animal but not plant protein intake is associated with impaired fasting glucose and hypercholesterolemia, despite lower calorie and carbohydrate intake, suggesting that protein source plays crucial roles in modulating cardiometabolic health independently of body weight

SARS-CoV-2 RNA Recovery from Air Sampled on Quartz Fiber Filters: A Matter of Sample Preservation?

The airborne route of transmission of SARS-CoV-2 was confirmed by the World Health Organization in April 2021. There is an urge to establish standardized protocols for assessing the concentration of SARS-CoV-2 RNA in air samples to support risk assessment, especially in indoor environments. Debates on the airborne transmission route of SARS-CoV-2 have been complicated because, among the studies testing the presence of the virus in the air, the percentage of positive samples has often been very low. In the present study, we report preliminary results on a study for the evaluation of parameters that can influence SARS-CoV-2 RNA recovery from quartz fiber filters spotted either by standard single-stranded SARS-CoV-2 RNA or by inactivated SARS-CoV-2 virions. The analytes were spiked on filters and underwent an active or passive sampling; then, they were preserved at −80 °C for different numbers of days (0 to 54) before extraction and analysis. We found a mean recovery of 2.43%, except for the sample not preserved (0 days) that showed a recovery of 13.51%. We found a relationship between the number of days and the recovery percentage. The results presented show a possible issue that relates to the quartz matrix and SARS-CoV-2 RNA recovery. The results are in accordance with the already published studies that described similar methods for SARS-CoV-2 RNA field sampling and that reported non-detectable concentrations of RNA. These outcomes could be false negatives due to sample preservation conditions. Thus, until further investigation, we suggest, as possible alternatives, to keep the filters: (i) in a sealed container for preservation at 4 °C; and (ii) in a viral transport medium for preservation at a temperature below 0 °C.This research was funded by University of Trieste Atheneum Fund for scientific research (2021) and IRCCS Burlo Garofolo (RC47/20)

TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait‐based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives

TRY plant trait database – enhanced coverage and open access

Plant traits—the morphological, anatomical, physiological, biochemical and phenological characteristics of plants—determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait-based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits—almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives.Rest of authors: Decky Junaedi, Robert R. Junker, Eric Justes, Richard Kabzems, Jeffrey Kane, Zdenek Kaplan, Teja Kattenborn, Lyudmila Kavelenova, Elizabeth Kearsley, Anne Kempel, Tanaka Kenzo, Andrew Kerkhoff, Mohammed I. Khalil, Nicole L. Kinlock, Wilm Daniel Kissling, Kaoru Kitajima, Thomas Kitzberger, Rasmus Kjøller, Tamir Klein, Michael Kleyer, Jitka Klimešová, Joice Klipel, Brian Kloeppel, Stefan Klotz, Johannes M. H. Knops, Takashi Kohyama, Fumito Koike, Johannes Kollmann, Benjamin Komac, Kimberly Komatsu, Christian König, Nathan J. B. Kraft, Koen Kramer, Holger Kreft, Ingolf Kühn, Dushan Kumarathunge, Jonas Kuppler, Hiroko Kurokawa, Yoko Kurosawa, Shem Kuyah, Jean-Paul Laclau, Benoit Lafleur, Erik Lallai, Eric Lamb, Andrea Lamprecht, Daniel J. Larkin, Daniel Laughlin, Yoann Le Bagousse-Pinguet, Guerric le Maire, Peter C. le Roux, Elizabeth le Roux, Tali Lee, Frederic Lens, Simon L. Lewis, Barbara Lhotsky, Yuanzhi Li, Xine Li, Jeremy W. Lichstein, Mario Liebergesell, Jun Ying Lim, Yan-Shih Lin, Juan Carlos Linares, Chunjiang Liu, Daijun Liu, Udayangani Liu, Stuart Livingstone, Joan Llusià, Madelon Lohbeck, Álvaro López-García, Gabriela Lopez-Gonzalez, Zdeňka Lososová, Frédérique Louault, Balázs A. Lukács, Petr Lukeš, Yunjian Luo, Michele Lussu, Siyan Ma, Camilla Maciel Rabelo Pereira, Michelle Mack, Vincent Maire, Annikki Mäkelä, Harri Mäkinen, Ana Claudia Mendes Malhado, Azim Mallik, Peter Manning, Stefano Manzoni, Zuleica Marchetti, Luca Marchino, Vinicius Marcilio-Silva, Eric Marcon, Michela Marignani, Lars Markesteijn, Adam Martin, Cristina Martínez-Garza, Jordi Martínez-Vilalta, Tereza Mašková, Kelly Mason, Norman Mason, Tara Joy Massad, Jacynthe Masse, Itay Mayrose, James McCarthy, M. Luke McCormack, Katherine McCulloh, Ian R. McFadden, Brian J. McGill, Mara Y. McPartland, Juliana S. Medeiros, Belinda Medlyn, Pierre Meerts, Zia Mehrabi, Patrick Meir, Felipe P. L. Melo, Maurizio Mencuccini, Céline Meredieu, Julie Messier, Ilona Mészáros, Juha Metsaranta, Sean T. Michaletz, Chrysanthi Michelaki, Svetlana Migalina, Ruben Milla, Jesse E. D. Miller, Vanessa Minden, Ray Ming, Karel Mokany, Angela T. Moles, Attila Molnár V, Jane Molofsky, Martin Molz, Rebecca A. Montgomery, Arnaud Monty, Lenka Moravcová, Alvaro Moreno-Martínez, Marco Moretti, Akira S. Mori, Shigeta Mori, Dave Morris, Jane Morrison, Ladislav Mucina, Sandra Mueller, Christopher D. Muir, Sandra Cristina Müller, François Munoz, Isla H. Myers-Smith, Randall W. Myster, Masahiro Nagano, Shawna Naidu, Ayyappan Narayanan, Balachandran Natesan, Luka Negoita, Andrew S. Nelson, Eike Lena Neuschulz, Jian Ni, Georg Niedrist, Jhon Nieto, Ülo Niinemets, Rachael Nolan, Henning Nottebrock, Yann Nouvellon, Alexander Novakovskiy, The Nutrient Network, Kristin Odden Nystuen, Anthony O'Grady, Kevin O'Hara, Andrew O'Reilly-Nugent, Simon Oakley, Walter Oberhuber, Toshiyuki Ohtsuka, Ricardo Oliveira, Kinga Öllerer, Mark E. Olson, Vladimir Onipchenko, Yusuke Onoda, Renske E. Onstein, Jenny C. Ordonez, Noriyuki Osada, Ivika Ostonen, Gianluigi Ottaviani, Sarah Otto, Gerhard E. Overbeck, Wim A. Ozinga, Anna T. Pahl, C. E. Timothy Paine, Robin J. Pakeman, Aristotelis C. Papageorgiou, Evgeniya Parfionova, Meelis Pärtel, Marco Patacca, Susana Paula, Juraj Paule, Harald Pauli, Juli G. Pausas, Begoña Peco, Josep Penuelas, Antonio Perea, Pablo Luis Peri, Ana Carolina Petisco-Souza, Alessandro Petraglia, Any Mary Petritan, Oliver L. Phillips, Simon Pierce, Valério D. Pillar, Jan Pisek, Alexandr Pomogaybin, Hendrik Poorter, Angelika Portsmuth, Peter Poschlod, Catherine Potvin, Devon Pounds, A. Shafer Powell, Sally A. Power, Andreas Prinzing, Giacomo Puglielli, Petr Pyšek, Valerie Raevel, Anja Rammig, Johannes Ransijn, Courtenay A. Ray, Peter B. Reich, Markus Reichstein, Douglas E. B. Reid, Maxime Réjou-Méchain, Victor Resco de Dios, Sabina Ribeiro, Sarah Richardson, Kersti Riibak, Matthias C. Rillig, Fiamma Riviera, Elisabeth M. R. Robert, Scott Roberts, Bjorn Robroek, Adam Roddy, Arthur Vinicius Rodrigues, Alistair Rogers, Emily Rollinson, Victor Rolo, Christine Römermann, Dina Ronzhina, Christiane Roscher, Julieta A. Rosell, Milena Fermina Rosenfield, Christian Rossi, David B. Roy, Samuel Royer-Tardif, Nadja Rüger, Ricardo Ruiz-Peinado, Sabine B. Rumpf, Graciela M. Rusch, Masahiro Ryo, Lawren Sack, Angela Saldaña, Beatriz Salgado-Negret, Roberto Salguero-Gomez, Ignacio Santa-Regina, Ana Carolina Santacruz-García, Joaquim Santos, Jordi Sardans, Brandon Schamp, Michael Scherer-Lorenzen, Matthias Schleuning, Bernhard Schmid, Marco Schmidt, Sylvain Schmitt, Julio V. Schneider, Simon D. Schowanek, Julian Schrader, Franziska Schrodt, Bernhard Schuldt, Frank Schurr, Galia Selaya Garvizu, Marina Semchenko, Colleen Seymour, Julia C. Sfair, Joanne M. Sharpe, Christine S. Sheppard, Serge Sheremetiev, Satomi Shiodera, Bill Shipley, Tanvir Ahmed Shovon, Alrun Siebenkäs, Carlos Sierra, Vasco Silva, Mateus Silva, Tommaso Sitzia, Henrik Sjöman, Martijn Slot, Nicholas G. Smith, Darwin Sodhi, Pamela Soltis, Douglas Soltis, Ben Somers, Grégory Sonnier, Mia Vedel Sørensen, Enio Egon Sosinski Jr, Nadejda A. Soudzilovskaia, Alexandre F. Souza, Marko Spasojevic, Marta Gaia Sperandii, Amanda B. Stan, James Stegen, Klaus Steinbauer, Jörg G. Stephan, Frank Sterck, Dejan B. Stojanovic, Tanya Strydom, Maria Laura Suarez, Jens-Christian Svenning, Ivana Svitková, Marek Svitok, Miroslav Svoboda, Emily Swaine, Nathan Swenson, Marcelo Tabarelli, Kentaro Takagi, Ulrike Tappeiner, Rubén Tarifa, Simon Tauugourdeau, Cagatay Tavsanoglu, Mariska te Beest, Leho Tedersoo, Nelson Thiffault, Dominik Thom, Evert Thomas, Ken Thompson, Peter E. Thornton, Wilfried Thuiller, Lubomír Tichý, David Tissue, Mark G. Tjoelker, David Yue Phin Tng, Joseph Tobias, Péter Török, Tonantzin Tarin, José M. Torres-Ruiz, Béla Tóthmérész, Martina Treurnicht, Valeria Trivellone, Franck Trolliet, Volodymyr Trotsiuk, James L. Tsakalos, Ioannis Tsiripidis, Niklas Tysklind, Toru Umehara, Vladimir Usoltsev, Matthew Vadeboncoeur, Jamil Vaezi, Fernando Valladares, Jana Vamosi, Peter M. van Bodegom, Michiel van Breugel, Elisa Van Cleemput, Martine van de Weg, Stephni van der Merwe, Fons van der Plas, Masha T. van der Sande, Mark van Kleunen, Koenraad Van Meerbeek, Mark Vanderwel, Kim André Vanselow, Angelica Vårhammar, Laura Varone, Maribel Yesenia Vasquez Valderrama, Kiril Vassilev, Mark Vellend, Erik J. Veneklaas, Hans Verbeeck, Kris Verheyen, Alexander Vibrans, Ima Vieira, Jaime Villacís, Cyrille Violle, Pandi Vivek, Katrin Wagner, Matthew Waldram, Anthony Waldron, Anthony P. Walker, Martyn Waller, Gabriel Walther, Han Wang, Feng Wang, Weiqi Wang, Harry Watkins, James Watkins, Ulrich Weber, James T. Weedon, Liping Wei, Patrick Weigelt, Evan Weiher, Aidan W. Wells, Camilla Wellstein, Elizabeth Wenk, Mark Westoby, Alana Westwood, Philip John White, Mark Whitten, Mathew Williams, Daniel E. Winkler, Klaus Winter, Chevonne Womack, Ian J. Wright, S. Joseph Wright, Justin Wright, Bruno X. Pinho, Fabiano Ximenes, Toshihiro Yamada, Keiko Yamaji, Ruth Yanai, Nikolay Yankov, Benjamin Yguel, Kátia Janaina Zanini, Amy E. Zanne, David Zelený, Yun-Peng Zhao, Jingming Zheng, Ji Zheng, Kasia Ziemińska, Chad R. Zirbel, Georg Zizka, Irié Casimir Zo-Bi, Gerhard Zotz, Christian Wirth.Max Planck Institute for Biogeochemistry; Max Planck Society; German Centre for Integrative Biodiversity Research (iDiv) Halle-Jena-Leipzig; International Programme of Biodiversity Science (DIVERSITAS); International Geosphere-Biosphere Programme (IGBP); Future Earth; French Foundation for Biodiversity Research (FRB); GIS ‘Climat, Environnement et Société'.http://wileyonlinelibrary.com/journal/gcbhj2021Plant Production and Soil Scienc

Il mio segno-nome è ‘Sole che Sorge’ Percorsi di didattica plurilingue e multimodale con i migranti sordi e udenti

The contribution presents the results of a field study on plurilingual multimodal teaching to Deaf migrants based on written Italian/Italian Sign Language (LIS). Early results, experiences, methods and the background theories (Fontana e Mignosi, 2020; Pienemann, 1998) will be presented in order to show how teaching paths should overcome traditional approaches and take into account the multimodality in communication and in the relationships. Starting from the results of these research, hypothesis on a syllabus will be proposed, which will be built on educational accessibility and will use approaches based on translanguaging (Garcia e Wei, 2015) and on trasformative action research (Stevenson, 1995). Such research show learners seem to benefit of a teaching approach based on intercorporeity and multimodality, which promotes an active role of participants.Il presente contributo descrive alcuni approcci di didattica plurilingue e multimodale italiano scritto/Lingua dei segni Italiana (LIS) a migranti sordi. Si discuteranno i metodi, le esperienze e le teorie di riferimento (Fontana e Mignosi, 2020; Pienemann, 1998), mostrando come la costruzione di un percorso didattico debba superare la didattica tradizionale basata sulla grammatica per ristrutturarsi costantemente tenendo conto dell’intercorporeità nella comunicazione e nella relazione. A partire dai risultati di questi percorsi, si avanzeranno ipotesi su un sillabo costruito intorno alla nozione di accessibilità che promuova l’intercomprensione attraverso la multimodalità e le lingue dei segni conosciute dagli apprendenti e quindi gli approcci basati sui principi del translanguaging (Garcia e Wei, 2015) e del trasformative action research (Stevenson, 1995). La ricerca mostra che gli apprendenti sordi e udenti sembrano beneficiare di un approccio basato sulla multimodalità e sull’intercorporeità nella didattica che promuove un ruolo attivo dei partecipanti

Gesti, azione e linguaggio: il caso dei sordi isolati

Lo studio esplora la natura dei sistemi gestuali sviluppati da sordi 'isolati', cioè che non hanno acquisito la lingua dei segni e le sue relazioni con il gesto co-verbal