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The time was therefore ripe to complete the CEFR descriptive apparatus with new descriptors for mediation and plurilingual/pluricultural competence. This article outlines the conceptualisation, development and validation of these descriptors and their publication in the CEFR Companion Volume (2018), alongside a text clarifying the paradigm shift in language education implied by the notion of the user/learner as a plurilingual/pluricultural social agent. The goal is to promote quality, inclusive education for all, and in particular to further the recognition and valorisation of linguistic and cultural diversity and the promotion of plurilingual interculturality.
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