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This essay presents a reflection on the management modalities of a class, in which students are considered as different not only for their individual factors, but also for their characteristics generating specific linguistic learning needs. The essay aims at offering: firstly, an overview of the Italian regulations about the Italian non-native speakers students and SLD; secondly, some scientific references at the base of the concept of ‘Mixed Abilities Class’, and thirdly, a concise but meaningful presentation of the model of an inclusive Learning Unit in a mixed abilities class.

Language assessment in a classroom-based context is a complex and delicate topic, particularly when the student who is being assessed has Specific Linguistic Needs. This paper outlines a theoretical model for classroom-based assessment of students with Specific Needs. One of the key-points of the model will be feedback, intended both as a phase where results are shared with the students, families or tutors, but also as control system where the results measurements are reintroduced into the system to improve and adjust it.

This paper will try and investigate some of the major ethical issues of Education Linguistics to students with Specific Needs Language (BILS). We will try to determine which is the true and the good in Education Linguistics for BILS, two fundamental concepts in order to face ethical issues. In addition, and given the repercussions on the ethical choices of the teacher, a regulatory framework Italian will be traced. For the speech's organisation, we will start from the model of organization of knowledge in Education Linguistics to face the ethical issues of the approach (student, language teacher) and of the method (design and objectives).

This paper states the various definitions dyslexia currently has. After this, the main hypothesis and/or theories about the dyslexia are adapted to the three-level framework proposed by Frith. As a second step, it is proposed a definition of dyslexia in the applied linguistics field.

This paper starts from a reflection, and a further adjustment for special needs, on Balboni’s model for didactic action. In this way, it stands out the importance of the identification of the causes and consequences of deficits or difficulties of the student. This will help to identify the most appropriate teaching actions to reduce/surround/prevent barriers to language teaching. This will allow the teacher to identify not only the most suitable techniques for language teaching but also the most appropriate it systems to achieve the objective. In the second part of the paper, we propose a practical example, based on dyslexia, for the teaching/learning of prepositions with verbs of motion in Spanish. This is done by creating and using an interactive and multimedia book (iBook). For the creation of this material, we have only used free (or very low price) software and very easy to use (just need to know how to use a simple word processing and a presentations program).

With the Law 170/2010 (Italian B.O.E. n. 244 18th October 2010) Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico (New rules about specific learning difficulties in the teaching environment), a new obligation for the schools is included. They need to adapt the art of teaching and the assessment to these difficulties. Adding if necessary compensatory tools, granting activities or partial syllabus dispensation. This obligation is also extended to the universities (art. 5). This work will try to show the most suitable computer compensatory tools for the teaching and learning process of a foreign language. But first, a neurolinguistic and psychological frame will be outlined so that it can be used to choose from such tools.