ORIGINAL RESEARCH article
Front. Commun.
Sec. Language Communication
Volume 10 - 2025 | doi: 10.3389/fcomm.2025.1498940
This article is part of the Research TopicMultilingual Assessment: Insights from Psycholinguistics and Educational ResearchView all 3 articles
Assessing the plurilingual competence and plurilingual individuals' skills and knowledge: similarities and divergences
Provisionally accepted
- 1University of Hamburg, Hamburg, Germany
- 2Université de la Réunion, Saint-Denis, France
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Introduction: This paper defines plurilingual assessment and shows the semantic ambiguities present in the concept. Specifically, it addresses two understandings of the concept: one related to the valuation of the plurilingual individual and the other to the evaluation of the plurilingual competence. Methods: The above-mentioned distinction is treated theoretically only, through the revision of available and emergent literature, which serve as a springboard to present, describe, and compare two European projects dealing with plurilingual assessment in formal language education settings. Results: The two European projects present commonalities and differences and show that the valuation of the plurilingual individual and the evaluation of the plurilingual competence can be blurred in assessment practices. Discussion: The paper finishes with recommendations for the development of plurilingual pedagogical and assessment approaches for all students, as a way to enhance the plurilingual competence of all at school.
Keywords: plurilingual competence, plurilingual individual, plurilingual assessment, crosslinguistic mediation, educational linguistic policies
Received: 19 Sep 2024; Accepted: 13 Jun 2025.
Copyright: © 2025 Melo-Pfeifer and Ollivier. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Silvia Melo-Pfeifer, University of Hamburg, Hamburg, Germany
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