The evolution and conceptual challenges of surveys regarding the reading and writing skills of adult populations : some historical lessons
This paper critically examines the conceptual framework of surveys that measure the reading and writing skills of adult populations. We trace the evolution of this type of assessment from the 19th century to the present day in order to identify the concepts still valid, for example, a new definition of literacy. We also discuss the conceptual grey areas highlighted as a result of the internationalization of investigations. These vague concepts allow for inaccurate interpretations of data in the media and in language policies and call for rethinking the linguistic and cultural dimensions of these investigations.