La competencia plurilingüe: retos y transformaciones. Miradas europeas alrededor del MCER
[EN] The Common European Framework of Reference for Languages: Learning, Teaching, Evaluation (CEFR) specifies that the plurilingual and intercultural competences are not a superposition nor a sum of monolingual competences. This idea has influenced most views related to language teaching. Official...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/123156 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/123156 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación plurilingüe Marco referencial Perspectivas Plurilingual education Referential framework Perspectives |
| Sumario: | [EN] The Common European Framework of Reference for Languages: Learning, Teaching, Evaluation (CEFR) specifies that the plurilingual and intercultural competences are not a superposition nor a sum of monolingual competences. This idea has influenced most views related to language teaching. Official reports, teachers’ views, what is taught in university classrooms, etc. often unfold around concepts in agreement with the Council of Europe. However, it is unknown the extent to which these guidelines have been implemented in education institutions, especially, in those where several languages and cultures can be found. This monograph contributes to the field with a number of papers reporting the current situation in several areas of Europe such as Catalonia, Finland, Germany or Switzerland. |
|---|