Évaluer en Intercompréhension ou oser le paradigme plurilingue

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Campo DC	Valore
dc.identifier	ECF_chapter_656
dc.contributor.author	Carrasco Perea Encarnación
dc.contributor.author	De Carlo Maddalena
dc.title	Évaluer en Intercompréhension ou oser le paradigme plurilingue
dc.type	Capitolo
dc.language.iso	it
dc.description.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.
dc.relation.ispartof	SAIL
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.issued	2016-12-31
dc.dateAccepted	2016-11-25
dc.dateSubmitted	2016-01-17
dc.identifier.uri	http://edizionicafoscari.unive.it/it/edizioni4/libri/978-88-6969-135-5/evaluer-en-intercomprehension-ou-oser-le-paradigme/
dc.identifier.doi	10.14277/6969-134-8/SAIL-9-8
dc.identifier.issn	2610-9549
dc.identifier.eissn	2610-9557
dc.identifier.isbn	978-88-6969-135-5
dc.identifier.eisbn	978-88-6969-134-8
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	yes
dc.subject	Assessment
dc.subject	Assessment
dc.subject	Intercomprehension
dc.subject	Intercomprehension
dc.subject	Plurilingual competences
dc.subject	Plurilingual competences

Capitolo
open access peer reviewed

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.

Accettato

25 Novembre 2016

Presentato

17 Gennaio 2016

Lingua

ISBN (PRINT)

978-88-6969-135-5

ISBN (EBOOK)

978-88-6969-134-8

Keywords: Intercomprehension • Assessment • Plurilingual competences

permalink: http://doi.org/10.14277/6969-134-8/SAIL-9-8

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.

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