Home > General catalogue > SAIL > Educazione linguistica inclusiva > Inclusione, valutazione e plurilinguismo: concetti inconciliabili?
« previous chapter | next chapter »


Inclusione, valutazione e plurilinguismo: concetti inconciliabili?

Elisabetta Bonvino    Università degli Studi Roma Tre, Italia    

Elisa Fiorenza    Università degli Studi Roma Tre, Italia    



The aim of this paper is to define the relationships between three fundamental dimensions of educational linguistics: inclusion, assessment and plurilingualism, reflecting in particular on the intersections between these three dimensions. It then describes the EVAL-IC project, an example of a tool for the assessment of plurilingual competencies in intercomprehension, and shows the results of a preliminary analysis of some data from the EVAL-IC test. This proposal for plurilingual assessment represents an important step towards the integration of plurilingual education, inclusion and assessment.

keywords: Educational Linguistics. Language inclusion. Plurilingualism. Language skills assessment. Pluralistic approaches.

Language: it

Submitted: May 27, 2020   Published: Feb. 23, 2021  
permalink: http://doi.org/10.30687/978-88-6969-477-6/003

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License