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Capitolo | Inclusione, valutazione e plurilinguismo: concetti inconciliabili?

Inclusione, valutazione e plurilinguismo: concetti inconciliabili?

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.


Open access

Presentato: 27 Maggio 2020 | Pubblicato 23 Febbraio 2021 | Lingua: it

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

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.

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


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