¿Cómo implementar una educación plurilingüe y evaluarla? El ejemplo de la Intercomprensión

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 the globalised world. The linguistic and cultural diversity that characterizes these educational environments redoubles the interest for a plurilingual perspective to language teaching. At the crossroads between European orientations and the needs emerging from the educational field, some lines of action and responsibilities have to be partly or wholly shared: updating of curricula, teacher education, educational engineering, design of materials and resources. The intercomprehensive plurilingual approach and its frameworks prove to be powerful catalysts for multilingual education that seeks to develop the multilingual repertoire of the individual rather than the mastery of one or more languages. In this article we will present the genesis, structure and functionality of these frameworks, as well as the result of a series of pilot tests to which they have been subjected. these educational environments redoubles the interest for a plurilingual perspective to language