Inclusione, valutazione e plurilinguismo: concetti inconciliabili?

« previous chapter | next chapter »

Iscriviti alla newsletter

DC Field	Value
dc.identifier	ECF_chapter_4638
dc.contributor.author	Bonvino Elisabetta
dc.contributor.author	Fiorenza Elisa
dc.title	Inclusione, valutazione e plurilinguismo: concetti inconciliabili?
dc.type	Chapter
dc.language.iso	it
dc.description.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.
dc.relation.ispartof	SAIL
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.issued	2021-02-23
dc.dateSubmitted	2020-05-27
dc.identifier.uri	http://edizionicafoscari.unive.it/en/edizioni4/libri/978-88-6969-477-6/inclusione-valutazione-e-plurilinguismo-concetti-i/
dc.identifier.doi	10.30687/978-88-6969-477-6/003
dc.identifier.issn	2610-9549
dc.identifier.eissn	2610-9557
dc.identifier.isbn
dc.identifier.eisbn	978-88-6969-477-6
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	no
dc.subject	Educational Linguistics
dc.subject	Educational Linguistics
dc.subject	Language inclusion
dc.subject	Language inclusion
dc.subject	Language skills assessment
dc.subject	Language skills assessment
dc.subject	Pluralistic approaches
dc.subject	Pluralistic approaches
dc.subject	Plurilingualism
dc.subject	Plurilingualism

Chapter
open access

Inclusione, valutazione e plurilinguismo: concetti inconciliabili?

Elisabetta Bonvino Università degli Studi Roma Tre, Italia

Elisa Fiorenza Università degli Studi Roma Tre, Italia

VIEW PDF DOWNLOAD PDF

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.

Published

Feb. 23, 2021

Submitted

May 27, 2020

Language

ISBN (EBOOK)

978-88-6969-477-6

Keywords: Language skills assessment • Plurilingualism • Educational Linguistics • Language inclusion • Pluralistic approaches

permalink: http://doi.org/10.30687/978-88-6969-477-6/003

Copyright: © 2021 Elisabetta Bonvino, Elisa Fiorenza. 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.

References to this chapter

How to cite