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Évaluer en Intercompréhension ou oser le paradigme plurilingue

Maddalena De Carlo    Università degli Studi di Cassino e del Lazio Meridionale, Italia    

Encarnación Carrasco Perea    Universitat de Barcelona, Espanya    

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abstract

Since its emergences in the field of education research, the scientific literature on intercomprehension has steadily increased. Despite this rise, a curricular integration of this approach remains contingent and punctual. In this respect, an evaluation of its learning outcomes would help highlight and promote the variety, multiplicity and richness of this approach and, as consequence, facilitate its curricular integration. This paper proposes to offer initially, an overview of evaluation practices conducted within various projects in intercomprehension. To conclude, the organizational and functional principles of a referential document identifying the competences involved in Intercomprehension, as prepared for the European project Miriadi, will be presented and discussed. Finally, open questions such as the definition of learning contents or progression will be addressed.

Accepted
Nov. 25, 2016
Submitted
Jan. 17, 2016
Language
IT
ISBN (PRINT)
978-88-6969-135-5
ISBN (EBOOK)
978-88-6969-134-8

Keywords: AssessmentPlurilingual competencesIntercomprehension

Copyright: © 2016 Maddalena De Carlo, Encarnación Carrasco Perea. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.