Defining intercomprehension competences as prerequisites for their assessment

Christian Ollivier, Filomena Capucho, Helena Araújo e Sá

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


In research on plurilingualism, there is still limited work defining skill levels. The Miriadi project has done pioneering work, by creating REFIC, a Skills Reference Data of Multilingual Communication in Intercomprehension ( (Mutualisation et Innovation pour un Réseau de l’Intercompréhension à Distance). The EVAL-IC (Evaluation des compétences en intercompréhension: réception et interactions) project took over and set itself three objectives: to define intercomprehension (IC, henceforth) competences, to establish levels and observable descriptors for specific skills, and to develop tools for their assessment. In this paper, we present the methodology that made it possible to define the components of IC skills (based on extended literature review about the topic and related concepts). We share the results of this analysis, distinguishing between a global and a diachronic vision, to bring out changes in the conceptions of IC competences. Furthermore, we highlight the specificity of IC competence compared to general communication competence and define it as a holistic, plurilingual, communicative competence.

Original languageEnglish
Pages (from-to)15-30
Number of pages16
JournalRivista di Psicolinguistica Applicata
Issue number2
Publication statusPublished - 2019


  • Intercomprehension competences
  • Communicative competence
  • Plurilingual competence
  • Skill levels
  • Observable descriptors


Dive into the research topics of 'Defining intercomprehension competences as prerequisites for their assessment'. Together they form a unique fingerprint.

Cite this