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Un Référentiel de compétences de communication plurilingue en intercompréhension


REFIC



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

Mathilde Anquetil    Università di Macerata, Italia    

abstract

Plurilingualism, as an individual resource and as an educational goal, is today a challenge launched by European policies and by the reality of educational environments. Through the development of their communicative competence, the latter feel the need to prepare their students to actively participate as full citizens in complex democratic societies and in a globalised world. The linguistic and cultural diversity that characterises these educational environments redoubles the interest for a plurilingual perspective to language teaching. A plural approach such as intercomprehension between related languages has proved to be a powerful catalyst for plurilingual education seeking to develop the linguistic, communicative and cultural repertoire of the individual, rather than the mastery of one or more languages. In this article we will propose a framework describing communicative competencies in intercomprehension for learners ant teachers as well (REFIC). This framework aims to provide a guide for programming and a basis for assessing competencies acquired in the context of a plurilingual approach to language learning such as intercomprehension.

Language: fr

Keywords: Intercomprehension. Framework of competencies. Plurilingual education. Teacher education. Assessment.

Submitted: March 3, 2019
Accepted: June 9, 2019
Published: Dec. 16, 2019

permalink: http://doi.org/10.30687/ELLE/2280-6792/2019/01/008

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

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