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
Bonvino, E., Fiorenza, E. (2021). Inclusione, valutazione e plurilinguismo: concetti inconciliabili?. In Daloiso M., Mezzadri M. (a cura di), Educazione linguistica inclusiva. Riflessioni, ricerche ed esperienze (pp. 39-54). Venezia : Edizioni Ca' Foscari [10.30687/978-88-6969-477-6].
Inclusione, valutazione e plurilinguismo: concetti inconciliabili?
Elisabetta Bonvino
Membro del Collaboration Group
;Elisa FiorenzaMembro del Collaboration Group
2021-01-01
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 assessmentI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
