Inclusione, valutazione e plurilinguismo: concetti inconciliabili?
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.
Lingua: itPresentato: 27 Maggio 2020 Pubblicato: 23 Febbraio 2021