ACCESSIBILITÀ E INCLUSIVITÀ NELLA CERTIFICAZIONE LINGUISTICA: UNO STUDIO DI CASO NELL’ITALIANO L2

Marco Mezzadri; Paola Vecchio

doi:10.54103/2037-3597/21952

Autori

Marco Mezzadri Università di Parma https://orcid.org/0000-0002-4043-6330
Paola Vecchio Università di Parma

DOI:

https://doi.org/10.54103/2037-3597/21952

Abstract

Questo contributo ha lo scopo di presentare il progetto di adattamento, in risposta a bisogni educativi speciali, delle procedure di gestione e somministrazione del test Progetto di Lingua Italiana Dante Alighieri (PLIDA) per l’italiano come lingua straniera. Le ipotesi di adattamento sono state testate attraverso un esperimento condotto in un contesto coeso e relativamente uniforme per quanto riguarda l’età, l’origine e il ruolo sociale dei partecipanti del gruppo sperimentale e dei membri del gruppo di controllo. In questa sede, vengono forniti alcuni dati iniziali, che riteniamo possano essere utili per promuovere lo sviluppo di una riflessione sull’applicazione di adattamenti volti a migliorare l’accessibilità del test di certificazione e, di conseguenza, renderlo più inclusivo, con particolare attenzione ai candidati con bisogni educativi speciali, in particolare quelli con disturbi dell’apprendimento e del linguaggio.

Accessibility and inclusiveness in language certification: a case study in Italian L2

This contribution aims to present the adaptation project, in response to special educational needs, of the management and submission procedures of the Dante Alighieri Italian Language Project (PLIDA) test for Italian as a foreign language. The adaptation hypotheses have been tested through an experiment carried out in a cohesive and relatively uniform context in terms of age, origin, and social role of the experimental group test takers and the control group members. Some initial data are provided, which we believe can be useful for promoting an ongoing reflection on the application of adaptations aimed at improving the accessibility of the certificate test and, consequently, making the test more inclusive, with a focus on candidates with special educational needs, especially those with learning and language disorders.

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