Intercomprehension is a communication practice where two persons speak their mother tongue and are able to understand each other without being taught the language of their adressee. It is a usual practice between languages that belong to the same linguistic family, for example Slavic, Romance or Germanic languages. In the article, the authors present the notion of intercomprehension as an alternative to communication in English as a lingua franca. That kind of communication was known among Scandinavians, whereas the first teaching method was developped for Romance languages (EuRomCom) at the beginning of the 21st century. Today, more methods exist including German and Slavic languages. In the article, the authors are enumerating some of them and also give a short outline of existing practices.

Medjezikovno razumevanje je oblika sporazumevanja, v katerem se vsak sodelujoči izraža v svojem jeziku in razume tistega, ki ga govori drugi (Doyé 2005). UVODV prispevku avtorji predstavljamo svoj pogled na medjezikovno razumevanje, ki smo ga trije oblikovali kot govorci slovanskega jezika, slovenščine, in hkrati dobri poznavalci vsak enega romanskega jezika (francoščina, italijanščina), eden pa kot rojeni govorec francoščine in hkrati odličen poznavalec češčine, slovaščine, lužiške srbščine in poljščine. Slovanske ali romanske osnove ali korenine na eni strani, na drugi pa poznavanje romanskih oziroma slovanskih jezikov nam omogočajo, da se med seboj sporazumevamo brez nekega zares skupnega jezika, ki bi bil v današnjem času pričakovano v večini primerov angleščina.UDK 811:808.56

In recent years the experts at the Centre for Slovene as a Second/Foreign Language have been linking Slovene language coursebooks and examinations to the CEFR. This paper describes the complex process of aligning texts, tasks and examples of language production (the spoken and written production of examination participants). A number of questions arose during this process, including: how to align tasks where the rubrics are at a higher level than the accompanying activities and the expected task performance? How to define the minimally acceptable person, on the basis of which the cut-off score is determined in receptive skills? How to align tasks where the performance calls for the use of different language skills? A particular challenge is represented by the benchmarking of the written and spoken production of the speakers of languages closely related to Slovene who make up the great majority of test takers. The final result of the linking process is a new language programme for teaching/learning, testing and certifying Slovene as a second and foreign language.

V prispevku prikazujemo možnost sistemske rešitve in podpore konkretizaciji ideje o večjezičnosti v širšem kontekstu slovenskega izobraževanja. Uvodoma opredelimo pojma večjezičnosti in raznojezičnosti ter se posvetimo njunim omembam in razumevanju v različnih slovenskih dokumentih jezikovnopolitične in jezikovnonačrtovalske narave. Nato predstavimo pedagoške pristope za razvijanje večjezičnosti in različne oblike promocije večjezičnosti v evropskem prostoru. Sledi predstavitev osnutka pravilnika za spodbujanje večjezičnosti v slovenskih izobraževalnih ustanovah, ki bi lahko pomenil nov korak k realizaciji večjezičnosti v našem družbenem prostoru. Model spodbujanja večjezičnosti, ki je zajet v pravilniku, želi prispevati k pozitivnem sprejemanju večjezičnosti in prepoznavanju večjezičnosti kot elementa bogatenja družbe in medsebojnega življenja v sožitju in vključevalni skupnosti.

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