Evaluation and plurilingual competence
Résumé
Questions about the evaluation of plurilingual competence have always accompanied reflections on plurilingual competence itself. Most of works on this topic highlight the difficulty, nay the impossibility, of assessing plurilingual competence. This chapter will argue that the research on plurilingual competence assessment has essentially consisted of a reflection on assessment tools, neglecting a more theoretical/epistemological reflection on the tensions between assessment and plurilingualism. This until now quite neglected reflection is yet essential to understand what can be diversely meant by “assessing plurilingual competence” and thus to define conceptions of plurilingual competence and evaluation that are epistemologically consistent. To this end, this chapter will first provide an overview of recent research on plurilingual competence assessment. Then, it will show how monolingual assessments and the research criticizing them are based on a conception of language and assessment that is, in the end, quite convergent. In the last part, some proposals will be made—epistemological in nature—about what could be a languages assessment that takes diversity seriously.
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