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Observing Strategies in Intercomprehension Reading. Some Clues for Assessment in Plurilingual Settings

机译：理解阅读中的观察策略。多元环境下的一些评估线索

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The practice of teaching intercomprehension (IC) aims to promote plurilingualism in the individual and maintain language policies supporting multilingualism. It proposes a communicative model in which people communicate using their own language by encouraging the development of the competences required for successful communication. Most of the projects on IC that have been developed in recent years target developing written comprehension, especially among Romance languages. Although there is great diversity in objectives and techniques, all methodologies based on IC share the following principles, which represent the common denominator of teaching IC: plurilingual approach, use of partial competences, attention to comprehension, reflection on language(s), development of strategic and metacognitive knowledge and competences. Most of the teaching paths based on IC aim to raise learnersa?? awareness of comprehension processes, therefore allowing students to develop specific strategies connected with analogy, approximation (or a??ambiguity tolerancea??), association, transfer, inference and metalinguistic knowledge. One of the main challenges of IC studies is to describe the individual competences that allow people to understand a?? or to learn to intercomprehenda?? texts in several related languages. Such a description would allow us to propose reflections in order to elaborate an assessment tool. The assessment in IC has been focused by several works, it is the main objective of the European Project EVAL-IC (Evaluation des compétences en intercomprehénsion: réception et interactions plurilingues) and is certainly crucial for the institutional insertion. The objective of this paper is to present, within the topic of IC, some insights gathered by the authors through the EuRom5 methodology. In particular, we focus on the subtopic of the use of strategies as observed during EuRom5 sessions putting them in relation to the descriptors of different frameworks of reference related to plurilingualism (MAGIC, CARAP, REFIC and New CEFR). As for the methodology adopted in this paper, we propose a description and a comparison of data from EuRom5 and the frameworks mentioned above. The main findings of our analysis show that the four frameworks here considered only partially account for the complex picture characterizing the EuRom methodology.
机译：理解教学（IC）的实践旨在促进个人的多元语言主义并维持支持多种语言的语言政策。它提出了一种交流模型，其中人们通过鼓励成功交流所需的能力发展来使用自己的语言进行交流。近年来开发的大多数关于IC的项目都旨在发展书面理解能力，尤其是在浪漫语言中。尽管目标和技术存在很大差异，但所有基于IC的方法都具有以下原则，这些原则代表了IC教学的共同点：多语言方法，部分能力的使用，对理解的关注，对语言的反思，语言的发展战略和元认知的知识和能力。大多数基于IC的教学路径旨在培养学习者a？理解过程的意识，因此使学生能够发展与类比，近似（或“歧义容忍度”），联想，传递，推理和元语言知识相关的特定策略。 IC研究的主要挑战之一是描述让人们理解的个人能力。还是要学习相互理解？几种相关语言的文字。这样的描述将使我们能够提出思考，以完善评估工具。 IC的评估已通过几项工作进行了重点研究，这是欧洲EVAL-IC项目（理解，评价和交互作用的评估）的主要目标，并且对于机构插入至关重要。本文的目的是在IC主题下，介绍作者通过EuRom5方法学收集的一些见解。特别是，我们专注于在EuRom5会议期间观察到的策略使用副主题，将其与与多元论相关的不同参考框架（MAGIC，CARAP，REFIC和New CEFR）的描述符相关。至于本文采用的方法，我们建议对EuRom5和上述框架中的数据进行描述和比较。我们分析的主要发现表明，此处考虑的四个框架仅部分解释了描述EuRom方法论的复杂情况。

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