Lenguaje claro en Italia y en España. ¿cuáles posibles implicaciones didácticas? = Clear language in Italy and Spain. what possible educational implications?

The purpose of this paper is to compare the Spanish and Italian polytolinguistics in relation to the use of plain language (CL) and it is proposed to reflect on its application in the didactic field for FL students with ACNEAE. LC is defined as “a linguistic form whose main objective is to sim- plify texts so that they are (more) understandable by people with cognitive difficulties […]” (Crestani, 2020: 1; our translation). That is, it is a process of textual and communicative media- tion (cf. Complementary Volume) whose objective is to overcome linguistic, cultural and cogni- tive barriers (MAAß & Garrido, 2020). It is a code that has well-defined characteristics: for ex- ample, respect for the SVO syntactic order, the use of verbs in an active form, the explanation of complex terms (cf. ANFASS, 2009). It is an especially relevant issue from a scientific and social point of view because it guarantees inclusion (Agenda, 2030, objective 16) and the exercise of democratic rights (Arias Arena, 2020: 623). However, both the scientific literature on the subject and its systematic application still do not seem to be sufficiently developed in Italy and Spain (Arias Arena, 2018). Hence, we consider it necessary to investigate the language policies of the two countries on the application of LC in different social spheres. Likewise, reflections are pro- vided on the educational and inclusive potential of LC in the school context in order to demon- strate its effectiveness in responding to the learning needs of FL students with ACNEAE.