Abstract
After considering plurilingualism's current social, cultural and political significance, in the European and national contexts, and the need to guarantee the right to plurilingualism in multi-ethnic classes, also in the light of the recent migratory flow, the article presents the results of an ongoing didactic experimentation based on plurilingual teaching and dialogical techniques and aimed at enriching students’ linguistic repertoire, making more effective the assessment of their linguistic and communicative competence, through plurilingual tests, and giving visibility to all the languages present in the class, thereby facilitating intercultural communication. The full text of this paper is available in Italian.