This book addresses contemporary issues in the assessment of plurilingual competence and plurilingual learners. It bridges the gap between the fields of language policies and practices, research on plurilingual competence, and assessment in language education.
This book addresses contemporary issues in the assessment of plurilingual competence and plurilingual learners. Offering theoretical and practical lenses, it contributes towards an integrated and holistic assessment of plurilingual competence and plurilingual learners.
The book provides both theoretical considerations and empirical approaches around how the specificities of plurilingual learners can be considered when assessing their various competences. It covers topics relating to learners in a variety of plurilingual settings: from the education of adult immigrants, assessment of young refugees and assessment of students in school and university, to the assessment of plurilingual competence in foreign language education. Showcasing a wide range of international authors, the book provides cutting-edge research in the domain of multilingual foreign, second and heritage language assessment, and assessment of content knowledge of plurilingual students. It bridges the gap between the fields of language policies and practices, research on plurilingual competence, and assessment in language education.
Providing new insights into a crucial and contentious issue, this volume will be an essential reading for researchers and postgraduate students in the fields of educational language policies, applied linguistics and multilingualism, in particular those involved in the assessment of plurilingual competence.
Introduction: On the unbearable lightness of monolingual assessment
practices in education (Sílvia Melo-Pfeifer & Christian Ollivier) Part I:
Considering the specificities of plurilinguals in assessment: Theoretical
framework, policy and educative issues
1. Assessing multilinguals: Critical
"wh-" questions about testing multiple language speakers in (non)educational
contexts (Gessica De Angelis & Anat Stavans)
2. Latinx bilingual students
translanguaging and assessment: A unitary approach (Laura Ascenzi-Moreno,
Ofelia García & Alexis A. López)
3. Examining plurilingual repertoires: A
focus on policy, practice, and assessment in the Australian context
(Jacqueline Dwarte & Yvette Slaughter)
4. Evaluating the effectiveness of
digital tools for the assessment of young plurilingual students (Emmanuelle
Le Pichon, Mai Naji, Dania Wattar, and Vivian Lee)
5. Functional
multilingualism in educational assessment (Fauve De Backer, Wendelien
Vantieghem, & Piet Van Avermaet)
6. Assessing language competences of
multilingual speakers a brief review of two test approaches: C-tests and
TBLA (task-based language assessment) (Barbara Hinger)
7. Assessing the first
language skills of plurilingual secondary school students: An analysis of
students and evaluators perspectives (Isabelle Audras)
8. Developing a
multilingual perspective in language assessment: Multilinguality and
interculturality (Anthony J. Liddicoat & Angela Scarino) Part II: Assessing
plurilingual competence: Principles and empirical approaches
9. Assessing the
multiple acquisitions from bi-/plurilingual learning the questions to ask
(Marisa Cavalli)
10. Crosslinguistic teacher education: How self-assessment
and reflection tools can support plurilingual student teachers (Lukas
Bleichenbacher, Anna Schröder-Sura, Christof Chesini, Mara De Zanet, Cornelia
Gantenbein, & Robert Hilbe)
11. Plurilingualism and assessment: Some issues
and options (Enrica Piccardo & Brian North)
12. EVAL-IC: An integrated
approach to plurilingual competences (Elisabetta Bonvino, Filomena Capucho, &
Margareta Strasser)
13. Towards an assessment of intercomprehension
competences in coherence with plurilingual approaches (Maddalena De Carlo &
Ana Isabel Andrade)
14. Using the European Language Portfolio for the
assessment of plurilingual students in the foreign language classroom (Lisa
Marie Brinkmann & Sílvia Melo-Pfeifer)
15. Evaluation and plurilingual
competence: Between epistemological consistency and ethical vigilance
(Emmanuelle Huver) Conclusion: Somewhere over the rainbow ... a place for
multilingual assessment? (Sílvia Melo-Pfeifer & Christian Ollivier)
Sílvia Melo-Pfeifer is Professor of Foreign Language Teacher Education, University of Hamburg, Germany.
Christian Ollivier is Professor of Linguistics and Language Education, University of Reunion Island, Research group Icare, France.
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