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Inclusione, valutazione e plurilinguismo: concetti inconciliabili?

Elisabetta Bonvino    Università degli Studi Roma Tre, Italia    

Elisa Fiorenza    Università degli Studi Roma Tre, Italia    

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abstract

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