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                <title level="m">Penser la didactique du plurilinguisme et ses mutations : idéologies, politiques, dispositifs</title>
                <editor>Suzuki</editor>
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                <editor>A.</editor>
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                <term xml:lang="de">standardisierung</term>
                <term xml:lang="de">hermeneutik</term>
                <term xml:lang="de">Evaluation</term>
                <term xml:lang="en">language teaching/learning</term>
                <term xml:lang="en">Hermeneutics</term>
                <term xml:lang="en">high stakes testing</term>
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              <p>Dieser Artikel behandelt die Thematik des auf English sogenannten „high-stakes testing“ (d.h. sehr anspruchsvolle Evaluation) und insbesondere die Auswirkungen dieses Begriffs im Bereich der Sprachendidaktik. Um diese Problematik zu behandeln, werde ich verschiedene Definitionen von diesem Wort betrachten, sowie seine Geschichte und die Geschichte seiner Verbreitung, in Europa einerseits und in die Sprachendidaktik andererseits. Dies wird mich dazu führen, eine andere Konzeption der Evaluation vorzuschlagen, die sich auf hermeneutische Grundzüge bezieht.</p>
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              <p>This article is a reflection on the concept of high-stakes testing and its corollary, the standardization/technification of assessment in the field of languages teaching/learning. I will both question the notion and problematize the origins and implications of its introduction into this field. To do this, I will examine the different definitions of the concept that are proposed as well as its circulation between different linguistic and cultural traditions. Finally, I will propose some ideas to conceptualize language teaching evaluation conversely in a qualitative and hermeneutic perspective.</p>
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